UNIVERSITY OF CALIFORNIA 
AT LOS ANGELES 




^.s. 



la^ 



CALIFORNIA STATE DEPARTMENT OF EDUCATION 



BULLETIN 2-D 



PART I 



A Suggestive State Course of Study 

for 

Kindergarten-Primary Grades 



Submitted at the Request of the 

County and the City Superintendents of Schools 

by the 

California State Board of Education 



v: J. 'I 



CALIFOBNIA STATE PBINTINQ OFFICE 
SACBAMENTO, 1923 

I 



CALIFORNIA STATE DEPARTMENT OF EDUCATION 



BULLETIN 2-D 



PART I 



A Suggestive State Course of Study 

for 

Kindergarten-Primary Grades 



Submitted at the Request of the 

County and the City Superintendents of Schools 

by the 

California State Board of Education 



CALIFOBNIA STATE PBINTINQ OFFICE 

SACKAMENTO, 1922 



„ji^ ••„; 



STATE DEPARTMENT OF EDUCATION. 

state Boar(3 of. Education: E. P. Clarke, Riverside, President. 

MPS. O; -Bbepartl Barnum,v312 S. fifth St., Alhaml^ra, Vice President. 

Mrs. Agnes Ray, 460 Staten Ave., Oakland. 

George W. Stone, 137 High St., Santa Cruz. 

Stanley B. Wilson, 538-540 South San Pedro St., Los Angeles. 

Mrs. Elizabeth B. Phillips, 1006 Putnam Ave., Porterville. 

Superintendent of Public Instruction and ex officio Secretary of State Board of 
Education: Will C. Wood, Sacnuiiento. 



:$'-,2'i'-:,> i.-MV/Jiii z:t;vT8 /.:^;i:ijp1Uaui 



8 0, 



CONTENTS. 



) Pago 

Q GENERAL INTRODUCTION TO A SUGGESTIVE STATE COIUSE UF 

f^ STUDY 

' KINDER(;ARTEN rRlMARY ('(^URSE OF STUDY 13 

Introduction 15 

COURSE OF STUDY IN HOME AND COMMUNITY LIFE 19 

■d^ Inti'oduction -1 

Kindorgarten 20 

First (iradc -- 32 

Second Grado — 43 

Third Grade 52 

COURSE OF STUDY IN FINE AND INDUSTRIAL ARTS 01 

Introduction 03 

Kindorsarton and First Grade 05 

Second and Third Grades — 72 

COURSE OF STUDY IN NUMBER 89 

Introduction 91 

Kindergarten 90 

First Grade 97 

Second Grade 100 

Third Grade 101 

COURSE OF STUDY IN LANGUAGE ARTS 105 

Kindergarten 107 

First Grade 107 

Second Grade 108 

Third Grade 109 

COURSE OF STUDY IN FLAYS AND GAMES— PHYSICAL EDUCATION 111 

Introduction 113 

Kindergarten 117 

First Grade 120 

Second Grade 121 

Third Grade 123 

SUG<;ESTIVE reports from schools of CALIFORNIA 127 

An Easter Fair — Kindergarten 129 

A Wild Flower Project— IB Grade 131 

Uoiiic and' School Boolvlets — First (Jrade 132 

Our Doll House— ^First (Jrade 134 

Our Store— lA Grade 134 

A Civic I'rojecL— Low First (Jrade 137 

Tree Dwellers— lA Grade 142 

A Play Store — lA Grad<> 145 

A Co-operative Civic League — Second (Jrade 145 

Wild Flower Rhyme Riddles — ^Third Grade 147 

Pilgrims and Indians — Second and Third Grades 148 

The Greeks Ilvld an 01ymi)ic Meet — Third (Jrade 150 

Health Plays — Third and Fourth Grades ini 

A Wild Flower Chart — One Room Rural School 153 

Making Color Rhymes — Third Grade 153 

A I'ageant of Progress iu a California Community — Nevada County 155 



LIST OF ILLUSTRATIONS. 

Figure Page 

1. Kind'ergarten Group Eujoying a Favorite Tree 18 

2. Kindergarten Children Building a House with Large Building Blocks 24 

3. Dramatic Play of Home Activities — 25 

4. A Thanksgiving Luncheon — First We Cook It 30 

5. A Thanksgiving Luncheon — Then We Eat It 31 

G. Do You Like Our Parasols'/ 33 

7. I Made My Hat. I Think It Is Pretty 33 

S. Primitive Cooking — First Grade lloasting Meat 37 

0. Making Indian Piki — First Grade 37 

10. An Easter Egg Shell Garden 41 

11. Taking Care of School Rabbits— Second Grade 41 

12. California's Horn of Plenty— First Grade _- 53 

13. A Float Showing California's Citrus Products— IB Grade 53 

14. Dressing Dolls — Kindergarten 07 

15. Constructing a Neighborhood Community — Kindergarten 07 

10. Making Baskets Out of Native -Material — First Grade__-- 70 

17. House Building Project — IB Grade 71 

IS. This Is the Way We Wash Our Hands— First (irade 73 

10. Stick Figure Used in Narrative Drawing — First Grade 74 

20. Fi-ee Hand Paper Tearing — Second Grade 70 

21. "Dressed" Stick Figure Illustrating Health Topic-s — Third Grade 79 

22. "Dre.ssed" Stick Figure Illustrating Health Topics — Second Grade SO 

23-25. "Dressed" Stick Figure Illustrations of Community Civics — Third Grade-81-S3 

26-29. Cut-Out Designs for Nature Study Booklets — First, Second and Third 

(Jrades .S4-S7 

30. Kindergarten Children at Play 110 

31. Singing Game 118 

32. "Captain Jenks'' — 130 

33. Self-Testing Apparatus 130 

34. An Easter Fair — Kindergarten 130 

35. Playing Store — First (Jrade 136 

30. Constructing a Model Neighborhood — First Grade 138 

37. Playing in (Grocery Store Constructed by lAs — lA Grade 144 

3S. The (Jrerks Hold an Olymiiic Meet — Third Grade 1.52 

39. The California Pifd Pii)er of Health — Tiiird and Fourth Grades 1,52 



"Within the last quarter of a century we have come to see, with a 
clearness of vision not approached before, that education is our nation's 
greatest constructive tool, and that the many problems of national 
Avelfare which education alone can solve are far greater than the school 
masters of two or three decades ago dreamed." — E. P. Cubberley, 
Public Education in the United States, p. 10. 



PREFACE. 

The course of .study herein presented is designed to bring the activities 
of the kindergarten .into immediate connection with those of the early 
grades of the elementary schools, so that the processes of education may 
be carried on with a continuity as unbroken in the schools as are the 
processes of mental development in the mind of the child. 

There are in nature no fixed lines of limitation in the mind or the 
body of a human l)eing that separate the powers of one year from those 
of the year that follows. Courses of study providing for such arbitrary 
diiferenees were fashioned more to suit academic theories than to meet 
the realities of mental gro^^•th. The error of the old system has long 
been known to the masters of educational problems, and is now recog- 
nized by progressive minds in nearly all departments of education. 
This is true in an especial and distinguished sense in California and our 
state teachers colleges are taking a leading part in applying the new 
system, which after all is the only one that conforms to the nature of 
child growth and development. 

The present work has the advantage of being prepared by an author 
fitted for the task by the triple equipment of a native gift for teaching, 
careful theoretical preparation and ample experience, Miss Katherine L. 
IMcLaughlin. It is therefore recommended to the schools not only for 
the educational value of the purpose to which it is directed, but for 
the excellent method by which the purpose is carried out. 

The teacher is called upon to recognize that the primal aim of all 
courses of study is to provide education that will carry the pupil 
forward along with his growth from the earliest that can be given in 
the schools to the highest to which any particular child can attain. The 
kindergarten therefore must blend with the elementary school as that 
school blends with the high school, and that in turn with the junior 
college, the vocational and professional .schools and the university. 
Life and growth are continuous processes and school education nuist 
adapt itself to that continuity if it would achieve the full measure of 
public usefulness for wliich it is nuiintained. 

Will C. Wood, 
Superinicti(1( nt of FuMic Instruction. 



FOREWORD. 

The county and the city superintendents of schools at their annual 
state convention held at Coronado October, 1921, unanimously requested 
the State Board of Education to outline a suggestive course of study 
for the elementary schools. They also asked that, .the course, bp 
prepared by specialists. '. -.r- i -; •! 

In response to this reciuest and under the conditions stated, a portion 
of such a course, the kindergarten-primary unit, lias been worked .0U.t 
and is herewith presented. 

In outlining the course the unit plan, making the child the center of 
thought and his needs the chief consideration, was chosen, rather than 
the subject plan usually followed, which tends to fix attention "upon 
textbooks and subjects rather than upon the child himself and his 
experiences. 

Obviously this unit plan, involving a wide knowledge and experience 
of many phases of child life, called for very definite qualifications in 
the specialist who was to map out the course. The State Board of 
Education therefore was gratified when ]\Iiss Katherine L. McLaughlin, 
M.A., associate professor of education and chairman of the kinder- 
garten-primary section. Southern Branch, University of California, 
consented to undertake the task. ]\Iiss ^McLaughlin was formerly con- 
nected with the School of Education, University of Chicago, as super- 
visor in the elementary school and instructor in the college, and had 
also held the position of state supervisor of elementary schools in Wis- 
consin. ]\ruch of her work while holding these positions had dealt 
witli the making of curricula. 

In addition to the service rendered by Miss IMcLaughlin, upon wliom 
has fallen the chief responsibility of shaping the course, the state 
superintendent of public instruction, the commissioners, and other 
assistants in the department of education have given all the assistance 
possible, while an advisory committee of educators, the faculties of the 
state teachers colleges, and a number of other teachers and superin- 
tendents have made many helpful suggestions. Four regional con- 
ferences for discussion of the course and visits paid to a large number 



of elementary schools, both rural and urban, were thoroughly worth 
while. In order to provide further opportunity for constructive criti- 
cism a preliminary tentative outline of a portion of the course was 
printed and widely distributed. 

It is hoped therefore that this kindergarten-primary unit thus out- 
lined will prove to be what its name indicates — a suggestive state course 
of study — and because suggestive that it will be used freely by county 
and by city boards of education.* 

In the near future this bulletin will be supplemented by Part Two, 
containing a bibliography for teachers and children that will aid 
teachers in carrying on the course with greater efficiency. 

Margaret S. McN aught, 
Commissioner of Elementary Schools. 



*A suggestive course of study in music covering all grades is in preparation by 
Mr. Glenn H. Woods, and for this reason has not been outlined in this course. 



9 — 



GENERAL INTRODUCTION TO A SUGGESTIVE STATE 
COURSE OF STUDY 

The aim of education is to develop in the individual those abilities 
and tendencies which aid him in ad.justinu' liunself to conditions socially 
desirable. It is therefore well to define in terms of human well-beins 
the objectives of public education before considering the subjects and 
activities included in a course of study. 

One of our foremost educators declares: "That individual is educated 
who can perform efficiently the labors of his calling ; who can efficiently 
cooperate with his fellows in social and civic affairs; who can keep his 
bodily powers at a high level of efficiency ; wdio is prepared to partici- 
pate in proper range of desirable leisure occupations ; who can efficiently 
bring his children to manhood and womanhood ; and who can carry on 
all his social relations with his fellows in an agreeable manner. Educa- 
tion is consciously to prepare for these things."* 

For the purposes of detailed consideration these may be vStated briefly 
as follows: (1) physical efficiency ; (2) vocational efficiency ; (3) worthy 
use of leisure; (4) civic efficiency; (5) ethical and moral character; 
(6) worthy home membership. 

Physical efficiency 

In the diagrammatical chart appended, physical efficiency is placed 
first by design. Everyone will acknowledge the importance of physical 
efficiency as a foremost educational objective. The neglect of this aim 
in the past was revealed in the report of the Surgeon General following 
the selective draft for the World War in 1917. More than one-fourth 
of the drafted men between the ages of 21 and 31 examined were 
rejected for physical causes. Many of these had but recently left our 
schools. 

The need for greater emphasis u})on practical health instruction in 
the schools is further evidenced by three recent surveys. A survey of 
the schools indicated a large percentage of the cliildren underweiglit ; 
a survey of insurance companies stated that the average span of good 
health is estimated at ten years ; and a survey of the hospitals brought 
out the amazing fact that there are in the United States over three 
million people ill daily from causes largely preventable. f 

Playground facilities, medical inspection, school nurses, dental clinics, 
school lunches, more flexibility in school activities all attest the growing 
realization of the importance of physical education. Furthermore 

•Franklin Bobbitt : The Curriculum, p. s., Houghton, Mifflin Co. 

tCarolyn Hofer : Increasing the Efficiency of Health Instruction in Public Schools, 
Elementary School Journal, Sept. 1921, p. 212. 



— 10 — 

scientific investigations have shown that the removal of remedial 
physical defects results in marked g-ains in vitality and general 
efficiency. Moreover, the development of heart power, lung capacity, 
and a reserve of nervous energy depends largely upon participation in 
big muscle activities during childhood and youth and upon this vitality 
rests both success and happiness. "Does this sound unreasonable, 
unpractical, too expensive, or too prodigal of time? Perhaps, but 
already we are spending millions in money and using the time of thou- 
sands of men to do just this thing for animals — for horses, cows, hogs, 
hens and sheep. Is not a boy as valuable as a trotting horse? Is not 
a girl as worthy of careful weighing, feeding, and protecting from 
disease as a cow or a dog, no matter how fine blooded, much registered 
the heifer or how long pedigreed the pup?* It is apparent then that 
physical efficiency is paramount in securing the best returns from the 
investment in our educational system. 

Vocational efficiency 

Vocational efficiencj' as an educational objective for our elementary 
schools means not so much training for technical skill as for a better 
comprehension of economic problems. Even the child of the primary 
grades, in his study of the natural sources of food, shelter and clothing, 
soon learns that man must labor to secure and adapt these to his pur- 
poses. Our experiences in the recent war brought home clearly the 
interdependence of vocational workers, and cur numerous capital and 
labor problems make evident the urgency of a better understanding of 
the social service contributed by various vocational groups. 

Worthy use of leisure 

Xo principle has l)een more generally accepted than the one that ''All 
work and no play makes Jack a dull boy, and all play and no work 
makes Jack a great shirk." The development of wholesome leisure 
interests saves Jack from either fate. Scientists have shown us that 
an over-use of the same nerve centers produces fatigue and reduces 
production. Industry in recognition of this scientific truth is beginning 
to make provisions for its employees to pursue recreational interests 
of various sorts. While this recreative function of avocational interests 
IS important, there are other significant reasons for including this 
objective. Recent studies of the relationship between crime and 
unwholesome recreation indicate that the misuse of leisure is the largest 
determining cause of juvenile dcliiKiuene.v.t The very general failure 
of young people and adults to use spare time wholesomely and profitably 

•Educational Review, Jan. 19i'J. 
tCleveland Education Survey. 



— 11 — 

impresses the need for the schools to stimulate, develop, and cultivate 
satisfying and uplifting' forms of recreation wliieli will persist in meet- 
ing spare time needs throughout life. 

In this connection Dr. Dewey emphasizes the devek)pment of signifi- 
cant leisure interests as a means of developing personality. Whether 
called culture or complete development of personality, Dewey says the 
outcome is identical with the true meaning of social efficiency. "When- 
ever distinctive quality is developed, distinction of personality results, 
and with it greater promise for social service * * *. If democracy 
has a moral and ideal meaning, it is that a social return be demanded 
from all and that an opportunity for development of distinctive capaci- 
ties be afforded all. ' '* 

In these three ways, without further consideration of other ways, it 
is apparent that the development of avocational interests presents 
opportunities for character training and the shaping of effective 
citizenship. 

Civic efficiency 

No plan for the education of youth in a democracy is complete with- 
out training for civic efficiency. If we want democracy to succeed we 
must educate for democracy. It is nothing short of treason to demo- 
cratic institutions to send forth from our schools young men and women 
who know little or nothing of the responsibilities, duties, and privileges 
of citizens in a democracy, and of the social conditions and ideals that 
are necessary for the success of a democratic society. ' ' The foundation 
of these is good citizenship, by which we mean not merely intelligent 
voting, important as this may be, but efficient membership in a commu- 
nity, good neighborship, good fatherhood and motherhood, and, in 
general, fitness and readiness for community and national service."! 

Ethical and moral character 

Accepting, then, civic efficiency as one of the aims of education in a 
democracy, the whole course of study for training citizens must be 
pervaded with the ethical and moral training that engenders and 
develops these civic ideals. It must further be clear that the develop- 
ment of ethical character can not be confined to any one subject, or 
activity, or period upon the school program. It must be an integral 
part in the responses, in the behavior, in the attitude of the child in all 
studies and social relations. 



*Bonser, F. G. : The Elementary School Curriculum, p. 57; Dewey, John: Democ- 
racy and Education, p. 142. 

tEllwood, Chas. A. : Reconstruction of Education upon a Social Basis. Educa- 
tional Review, Feb. 1919. 



— 12 — 

Worthy home membership 

The last in the lists of objectives in the appended chart needs bnt 
little comment. If our schools can make the characteristics and abilities 
prescribed in the foregoing list, the possession of the children placed in 
their charge, we can have little doubt that they will be worthy members 
of the homes upon which our democracy depends. 



EDUCATIONAL OBJECTIVES 




PHYSICHL EFFICIENCY | | tfOC«TIONflL EFFICIENCY | | WORTHY USE OF LEISU RE 



CIUIC EFFICIENCY 1 [ETHOL-nORAL CHARACTER WORTHY HOHE nEnBERSiiipl 




KINDERGARTEN 
AGE 1-6 



FIRST GRADE 
AGE 6-7 



SECOND GRADE 
AGE 7-8 



THIRD GRADE 
AGE 8-9 



___^ 


IPSVCHOLOCY". PEOraCYI 
|u' HETHOD « PROCEOUREI 




LAWS" 

nOTOR COORDINATION 
PERCEPTUAL LEWNC 

ncnoflY 

REELECTIVE •« 

PROBLCn SOLI/INC 
HftBIT rORnflllON 






DOCTRINE °- 

SELF ACTIVITY 
APPERCEPTION 
INSTINCTS. INTERESTS 
EnOTIONAL REACTIONS 
INDIVIDUAL DirrCRLKCES 





r ' 



r 



KINDERGARTEN-PRIMARY 

COURSE OF STUDY 



15 — 



KINDERGARTEN - PRIMARY COURSE OF STUDY 

INTRODUCTION 
Having set forth the educational objectives in terms of definite human 
needs, our next step is to determine the types of experience or subject 
matter and activities ])est adapted to these needs. 

Dewey points out that: "The child's life is an integral, a total one. 
He passes quickly and readily from one topic to another, as from one 
[ spot to another, but is not conscious of transition or break * * * The 
things that occupy him are held together by the unity of the personal 
and social interests which his life carries along * * * He goes to school 
\ and various studies divide and fraetionize the world for him * * * 
[ Facts are torn away from their original place in experience and 
[ rearranged with reference to some general principle. Classification is 
; not a matter of child experience ; things do not come to the individual 
\ pigeon-holed * * * The studies as classified are the product of the 
science of the ages, not of the experience of the child * * * Now, the 
! value of the formulated wealth of knowledge that makes up the course 
of study is that it may enable the educator to determine the environ- 
ment of the child, and thus by indirection to direct."* 

It must be borne in mind that the young child knows only the small 

world of his immediate environment and he knows it only vaguely and 

disconnectedly. It becomes the function of the school and the course 

of study to help him organize and understand his world— to help him 

to fill out, elaborate, define, and put together the objects, ideas, and 

notions that belong together. Gradually he gains the elements of 

; knowledge, the fundamental habits and skills, and the wholesome 

i attitudes, interests, tastes and ideals which the adult classifies as science, 

i geography, history, mathematics, language, art. 

' Under the following headings, then, the content of the suggestive 
j course has been tentatively outlined: (1) Community Life and Nature 
I Study; (2) Language Arts; (3) Fine and Industrial Arts; (4) Plays 
' and Games; (5) Music; (6) Number. 

The starting point for the course in Community Life and Nature 
j Study is the immediate environment. Special emphasis is given to 
1 those aspects of the conununity life that relate to human needs as food, 
I clothing, shelter, rest, recreation, health. The problems locally initiated 
I gradually lead far afield in place and time, giving background for the 
study of civics, history, science and geography in the middle and upper 
'grades. 

♦John Dewey : The Child and the Curricuhim. 



— 16 — 

Language Arts iuelude reading and literature; language and com- 
position; spelling and writing. In each phase of language arts stress 
is put upon the type of training most needed. These are conversation 
and oral composition, silent reading for thought getting, language forms 
most frequently misused and spelling words needed in written work. 

The course makes provision for gradual acquisition of the simple 
number facts and processes needed by children between the ages of four 
and nine. Gradually after repeated use of niunber in play activities 
the child builds up a background of experience by which he under- 
stands the abstract number facts and processes that are the funda- 
mentals of elementary mathematics. 

There is a growing realization that ample opportunity must be given 
the child for freedom of expression. The forms of expression within 
his reach are three: (1) lingiiistic; (2) musical; (3) hand and bodily 
expression. Linguistic expression has been discussed above. 

Musical expression in a very simple form should find place in the 
kindergarten-primary school. Even a very young child when absorbed 
in work or play unconsciously expresses his mood as he croons to him- 
self. This natural impulse for musical expression should be organized 
and made the basis of musical skill and appreciation. 

Under hand-expression should be included work in fine and industrial 
arts, that gives training and experience with materials, such as clay, 
sand, wood, paper, pencil, paints, and crayolos. These mediums give 
the child a means of expressing his ideas or impressions. While these 
expressions may lag behind his true conceptions because of lack of 
technical skill, nevertheless his crude etforts aid us in correcting, enlarg- 
ing, or otherwise modifying his imperfect ideas. Play should also be 
included in this group as a type of bodily expression. Playing fireman 
or street car is his attempt to express his understanding of such ele- 
ments of these adult activities as he has been able to grasp. Suggestions 
may aid the child in giving more adequate expression to the form and 
meaning of the activity. Not only these dramatic activities, but vigor- 
ous plays and games involving the use of large muscles should be given 
a permanent place in the kindergarten-primary course. Moreover, 
play activities are peculiarly potent in molding the character of the 
child's social relationships. Through properly supervised play, habits 
of loyalty, fair play, cooperation, and self control can be developed as 
a basis for later ideals. 

The basic principles underlying the organization of a curriculum for 
social efficiency have been thus summarized by Bonser: 

"1. The curriculum of the school should represent the needs and 
interests of present-day life in our own immediate environment and 
the world at large, tlie social factor. 



— 17 — 

"2. The M^ork, at any given stage of the child's development, should 
be that which is adapted to the immediate enrichment of his life as 
measured by his individual needs and capacities, the psychological 
factor. 

"Corollaries. A. In content offered, the school should be really 
democratic , providing material and means for the development of the 
concrete thinkers, the children who can manage things, and the children 
of action, those who can manage affairs and persons, as well as the 
abstract thinkers, the children who manage ideas and think easily in 
terms of symbols. 

"B. In method of procedure, provision should be made for active 
participation in the processes of real life as this life maintains itself in 
our time and as it has developed in its evolution from simple 
beginnings. ' '* 



♦Frederick G. Bonser : Speyer School Curriculum. 



2—21962 



— 18 




cH 






bxju 



c rt 

W M 



O E 






COURSE OF STUDY IN 
HOME AND COMMUNITY LIFE 



— 21 — 



HOME AND COMMUNITY LIFE 

The course of study iu home and eonnnunity life aims to ^atiier up, 
interpret and enlarue upon the child's experiences in the home and 
comnumity. The four and tive year old kinderp;arten child knows only 
the world immediately about him and knows it only as it has met his 
daily needs. The persons and objects most closely associated with the 
satisfying' of these needs he knows more or less distinctly. They 
iuclude mother, father, sisters, brothers, playmates, and also the home 
with its comforts that provide him with work and play ; food, shelter 
and clothing. 

Beyond this rather narrow, intimate circle of clear and connected 
mental imagery of persons and things is a region of less distinct imagery 
gained l)y occasional contacts with persons and things beyond the con- 
Imes of family and neighborhood. Bits of experiences with less dis- 
tinct and connected imagery may be built up about the daily visits of 
tlie postman or even the dramatic dash of the fire wagon down the 
street, or the occasional arrival of the circus, or possi})ly, a trip to the 
city in holiday time with its attendant glitter and clamor. All these 
are fragments of a world the child comprehends Imt little. They are 
confused, disconnected impressions that later will be deepened and 
united with other experiences that give insight into these complicated 
social relations. Even such fragmentary experiences, however, give 
him glimpses of tlie world beyond that he senses but understands not. 
And beyond this hazy realm of indistinct impression lies still another 
world, even more remote, that must remain so until he has built up and 
organized his own world suificiently to enable him to use it in iuter- 
l)reting other lives and other life conditions. 

It is the function of the school to help the child enlarge his contacts 
with the life about him and to enable him to nse these in reaching out 
into other fields. 

Dewey says: "The first office of the social organ we call the school 
is to provide a simplified environment. It selects the features which 
are fairly fundamental and capable of being responded to by the young. 
Then it establishes a progressive order, using the factors first acquired 
as means of gaining insight into what is more complicated. In the 
second place, * * * it establishes a purified medium of action. 
Selection aims not only at simplifying but at weeding out what is 
undesirable. * * * jj^ tlie third place, it is the office of the school 
environment to balance the various elements in the social environment 
and to see to it that each individual gets an opportunity to escape from 



— 22 — 

the liniitatioiLS of the social group in which he was born, and to 
come into living contact with a broader environment * * *."t 

Thus the narrow zone of clear imagery may broaden out until it 
encircles ever increasing areas, that enable him to sympathetically and 
intelligently interpret life beyond his own family and neighborhood. 
In achieving this end the school must not only help him acquire knowl- 
edge but must also provide opportunity for gaining essential skills and 
habits that further these purposes. Habits that promote physical, 
mental, and spiritual growth. Skills in using tools, materials, and 
processes that give ever increasing power for control and understanding. 
Along with the knowledge, skills, and habits should be wholesome 
interests, tastes, and attitudes that make for a good moral citizen, 
tolerant and respectful of the rights of others "with malice towards 
none and charity for all." 

The importance of inculcating right standards and attitudes in the 
training of the primary child is thus characterized by Wm. Howard 
Taft : "The danger of the coming generation is a lack of respect for 
authority and a lack of sense of obligation to ol)serve the rights and the 
comforts of others. Cardinal Newman said that a gentleman was one 
who gave another no unnecessary pain. I am sorry to say that with 
the lax home discipline and the undue prominence and demoralizing 
importance we give to the wishes and whims of our children, it is of the 
highest importance to refresh the curriculum of our primary schocls 
with instruction, iterated and reiterated, upon this very important part 
of a child's character which can not but seriously affect the future man 
or woman. Nowhere can this be clinched for the next generation so 
well as in our primary and intermediate schools."* 

What are the major types of contacts that the school sliould establish 
to secure these ends? Bonser gives these specific principles in answer: 
"They should represent the needs and interests of present day life in 
our own immediate environment and the world at large, "f In the 
Course in Home and Coiiiiimuity Life liei-e given, these common 
'needs," these "life terms" have been listed for purposes of organiza- 
tion under the following headings: 

For Kindergarten 

Tlie liome is the cliihl's first world; 
The neighborhood expands his vision ; 
Health habits mjikc ]nm a strong child: 



*Kmma Lyman-Cabnt and other.s : A Course in Citizeiishij} and I^atriotism. 
tKiffiprick G. Bonser: Speyer Hvhool Curriculum, 
JJolin Dewey : Democracy and Education, 



— 28 — 

IManiiers and morals shape liis character; 
''Safety first" protects him from danger; 
Nature study leads him into new fields ; 

National and conmnuiity holidays embody the ideals and customs 
of his people. 

In first, second and third grades, the first two topics above are 
expanded by using "the factors first ac([uired" to gain a sympathetic 
insight into other lives and life conditions. The first grade must of 
.necessity repeat a large part of the kindergarten course since our Call- — - 
fornia kindergartens enroll only 31 per cent of the children of kimTef- *^';' 
garten age. The topics in the first grade are : 

The home is related to the activities of the conimnnit}' ; i 

The home as contrasted with that of tlie Indian boy or girl; ! 

Health habits should be acquired ;-. 

Manners and morals shape character; I 

''Safety first" guards from danger; 

Nature study leads into new fields; , , ' i 

Festivals and holidays embody the manners,' ciMoms, and ideals ! 

of our people. ' ■; 

The second grade carries along the progressive consideration of the ' 
home interests to include a study of sources of clq^hing supply. The 
topics are; ^ ''"■ >'! S-n,.- I 

'l^he home throuah the lielp of the lommunity pi'^idgs the child's 

clothing; ;/ . :^-^:-\/] 

Other connuunities supply clothing- materials! -^ \i ' 

Because of many, helpeirs\^ev*e|'5^where the chip tftftay has more | 

varied materials 'for cloi.piig .tlia|i had the 'pfyifiifive child ; | 

Health habits should be aeqtiirell ; "^ • { 

Manners and morals shape character ; 
"Safety first" protects life and propei'ty; 
Nature study leads far afield ; 
Festivals and holidays embody the manners, customs, and ideals 

of our people. 

The third grade considers : 

The home is a shelter made by many workers ; 

The homes of the community contrasted with those of the early 

settlers ; 
Health habits should be acquired ; 
Manners and morals shape character; 



— 24 — 

Safety first protects life and property ; 
Nature study leads into fields of science ; 

Festivals and holidays embody the manners, customs, and ideals 
of our people. 

In short the course in Home and Community Life helps the child to 
wholesomely interpret human relationships of family, local community, 
country, and finally, the world as he is made more and more conscious 
of his membership in these human groups. 




PLATE II. 

F'la. 2. — Building a House with Large Building Blocks — Kindergaiten- 

College, San Jose. 



-State Teachers 



— 25 




— 2G — 

COURSE OF STUDY IN HOME AND COMMUNITY LIFE 
KINDERGARTEN 

I. The home is the child's first world 

Life in the Home Centers About the Family Interests : 
The family — duties and responsibilities of each member ; 
Care of home — cleaning, dusting, daily chores ; 

Child's contribution to the order and cleanliness of the home. 
Preparation of food for family; 

Kinds used and where obtained — garden, ranch, grocery, dairy, 
orchard, sea, river. 

Drying, canning and preserving foods during season of plenty ; 

Harvest of crops ; 

How the child can help in the home ; 

Thanksgiving — a harvest festival. 
(Activities: 
Home activities dramatized in playhouse ; 
Selecting, making, and arranging furnishings ; 
Preparing for real luncheon — making paper doilies, gathering 

and arranging flowers for tables, preparing cookies and milk 

or cocoa, setting tables, and serving lunch ; 
Drying figs, raisin grapes, apples, apricots, prunes ; 
Making jelly or cooking apples for Thanksgiving luncheon; 
Making booklets of pictures cut from magazines and catalogues 

illustrating kinds of fruits, nuts, or vegetables grown in 

in neighborhood; 
INIodeling fruits and vegetables; 
Dressing dolls ; 

Making bedding for doll 's bed ; 
Washing and ironing doll clothes ; 
Making aprons for clay or cooking work.) 

II. The neighborhood expands his vision 

1. Neighborhood Helpers Supply Food, Clothing, and Shelter: 
Parmer, grocer, dairyman, iceman, butcher, fisherman; 
Shepherd, cobbler, carpenter, plumber, coalman, merchant. 
-Kind of clothing needed from season to season: 

Mending and making over last season's garments; 

Care of hats, coats, shoes. 
Kind of work done to make home a comfortable, safe place : 

Water and gas pipes, and drains; 

Papering and painting ; 

Planning and building houses, barns, garages. 



— 27 — 

COURSE OF STUDY IN HOME AND COMMUNITY LIFE 
KINDERGARTEN 

2. Other Neighborhood Helpers : 

The polieeman or constable ; postman ; fireman or forest 
ranger; street cleaner or road master. 

3. Streets, Roads, Highways, Lead to Neighboring Homes, Ranches, 

Towns : 
Lijilits and sign posts direct people; 
Vehicles bring food and other supplies. 
(Activities: 
Visit to orchard, ranch, dairy, milk depot, bakery, creamery, 

packing house; 
Building house or store with large boxes or building blocks ; 
Playing truck driver or train in bringing material for building ; 
Showing streets, highway, or railroads in building the neighbor- 
hood from blocks ; 
Trip to fire department, or postoffice ; 
Dramatic play of fireman, postman, policeman, or constable.) 

III. Health habits make him a strong child 

1. Cleanliness and Orderly Ways: 

Bathing more than once a week ; 

Brushing teeth more than once a day ; 

Using clean drinking cups ; 

Keeping fingers, pencils, coins, handkerchiefs and books out of 

mouth ; 
Washing hands before eating ; 
Using clean towel and soap ; 
Using clean handkerchief properly ; 
Keeping shoes dry during rainy season. 

2. Daily Food Habits: 

Chewing food slowly and well ; 

Drinking milk and water every day — no tea or coffee ; 

Eating three regular meals daily ; 

Eating vegetables, fruit, and cereals daily ; 

Eating pure, simple sweets at end of meal, not between meals. 

3. Play, Rest and Sleep : 

Playing 4 or 5 hours every day out-of-doors when weather 

permits ; 
Sleeping 12 or 13 hours every night with open windows. 



— 28 — 

COURSE OF STUDY IN HOME AND COMMUNITY LIFE 
KINDERGARTEN 

IV. Manners and morals shape his character 

1. Conduct in Home, Street and School : 

Gentle and careful table manners ; 

Prompt ol)edience to parents and teachers ; 

Politeness to every one ; 

Kindness to pets and other animals ; 

Unselfishness in sharing belongings and pleasures with others; 

Asking permission before using belongings of others. 

2. Habits of Thrift and Industry: 

"Waste is worse than loss." — Franklin. 

Using materials as needed but not wasting them ; 

Repairing torn books or broken toys; 

Hanging up hats, caps, wraps ; 

Putting away materials ; 

Making room tidy after play or work ; 

Opening penny kindergarten savings account ; 

Saving pennies for some special purpose. 

V. "Safety first" protects life and property 

1. Ways to Prevent Fire Losses : 

Avoiding careless use of matches or fire-crackers; 
Keeping away from jionfires, open fireplaces, hot stoves. 

2. Ways to Prevent Accidents : 

Looking up and down road before crossing; 

Crossing streets or roads at protected places ; 

Playing in home yards, play grounds — not streets or ronds. 

VI. Nature study leads into new fields 

"Train the cliildren eacli in liis own little garden to respect 
fruit trees, honorable profit, industry, beaut.y, and good order; 
it is the summary of all gospels to num." — News Lcffcrs of 
Thomas Carlyle. 

1. Phint Life: 

Observations related to seasons; 

Fall — Gathering flowers, seeds, fruits, leaves ; 

Kinds of wild flowers — goldenrods, asters; 

Kinds of garden flowers — cosmos, nasturtium, chrysanthe- 
mum, poinsettia; 

Bulbs, seeds, crops planted ; 

Fall ranch activities — picking, drying fruits; 

Irrigating produce and alfalfa fields. 

Pruning of orchard trees, berry bushes, and grapevines. 



— 29 — 

COURSE OF STUDY IN HOME AND COMMUNITY LIFE 
KINDERGARTEN 

Spring — Signs of new life : 

Wild flowers in abundance— dandelions, poppies, violets, 

baby-blue-eyes, buttercups, forget-me-nots ; 
New plowed fields ; 
Blossom time — oranges, apricots, pears, almonds, prunes, 

apples ; 
Planting school garden or window boxes — flowers, vege- 

tal)les ; 
Shade trees show fresh new green — pussy willows, palm, 
acacia, eucalyptus, redwoods, cedars, pines. 

Animal Life: 

Common domestic animals; 

Kinds in home, in barnyard or pasture ; 

Care and provisions for each — chickens, cows, sheep, horses ; 

Home or school pets — hen and chickens, cat and family, 

rabbit family, gold fish or tadpoles ; 
Difference in care and growth of each ; 
Help given by each. 
"Wild animals : 

Birds seen in fall ; in spring ; all the year round ; 
Wild animals of fields and woods; 
Animals of zoo or park ; 
Bird Day — significance. 
Insects : 

Butterflies and bees that visit the garden ; 

Egg and caterpillar stages in the life cycle of the moth or 
butterfly ; ' J 

Grasshopper,, cricket ; ^ 

Where and how they live. 

Earth and Sky: 

^ind — How does it help ; how does it hinder ; 

How play with children. 
Rains — ^When come — changes following winter rains; ' :^^! 

Connect rains with growing season ; ' 

Sea — Tides and waves — sea life. i 

Sun — Greater warmth about noon time; 

Connect sunrise with morning ; sunset with evening ; 

Moon and stars with night ; 

Value of sunshine to all growing things. 



— 30 — 

COURSE OF STUDY IN HOME AND COMMUNITY LIFE 
KINDERGARTEN 

(Activities: 

"Walks about neighborhood to collect seeds, leaves ; 

Visit to homes to observe pets or farm animals ; 

Excursion to nearby meadow or field to gather poppies, lupins, 

buttercups, or other wild flowers; 
Naming flowers in garden ; 
Watching tadpole or gold fish ; 
Drawing, modeling farm animals for sand table ; 
Making bird, farm, sea, wild flower book ; 
Visiting orchards in blossoming or harvest season ; 
Watching the farmer plow or irrigate field ; 
Flying kites or toy balloons on a windy day ; 
Gathering cocoons to watch the butterfly awaken ; 
Visiting grocer or farmer to get pumpkin for Jack-o'-lantern 
Observing linnet, humming bird, or mocking bird build nest 
Putting up bird house, bird baths or feeding shelves for birds 
Organizing club to protect California's wild flowers.) 




PLATE III. 
Fig. 4. — A Thanksgiving Luncheon — First We Cook It. 




;'i;. 0. -Tli:-;) We Eat It. 

VII. Festivals and hclidays embcdy the manners, customs, and ideals 
of our people 

1. National and State Holidays: 

Xovember — Thanksoiving. 
Febrnary — Lincoln "s Birthday. 
March — Ar1:»or and Bird Day. 
May — ]\Ieniorial Day. 
June — Flag Day. 

2. Social and Coniinunity Holidays : 

October — Ilallowe 'en. 
Deceml)er — Christmas. 
February — Valentine Day. 
April — Easter. 
IMay — ]\Iay Day. 
May — ^Mother 's Day. 



— 32 — 

COURSE OF STUDY IN HOME AND COMMUNITY LIFE 
FIRST GRADE 

I. The home is related to the activities of the community 

1. Life in the Home Holds Center of Child's Interests: 

The family — helpfulness and service of eaeh member; 
How children can help by brushing teeth without being told ; 
cleaning shoes before entering house ; putting away belong- 
ings; dressing and undressing themselves. 
What the family eats — plant and animal foods ; food raised on 
ranch or in garden; mother's part in preparation of food; 
cleanliness in preparing food and in eating — clean aprons, 
clean hands, need of cooking caps. 
How children can help at home — going to table clean, helping 
younger brother or sister. (See also course for kindergarten.) 

(Activities: 

Making and furnishing playhouse; 
Visiting furniture store ; 

Reading from simple supplementary readers as ' ' Work-a-Day 
Doings on the Farm," "Polly and Dolly," or "Bobby and 
Betty at Home," in connection with similar experiences. 
Taking part in "Cleanup Week" campaign; 
Modeling clay dishes for playhouse ; 
Making and fitting out rooms of playhouse ; 
Cooperative reading lessons based upon playhouse activities; 
Songs, games, plays, dramatizing home activities ; 
Collecting pictures presenting attractive phases of home life.) 
(a) Sources of food suppl}^: 

Kinds from grocery, gardens, orchards, groves, ranches, 
river, sea: 

Fruits, vegetables, cereals, meats, fish, eggs. 
Kinds stored, canned, or preserved during plentiful harvest 

season. 
Kinds shipped to other places : 

Grains, prunes, nuts, olives, oranges, vegetables, raised 
by California growers and ranchers. 
(Activities : 
Planning luncheon ; 
Making doilies ; 
Preparing and serving simple dishes as baked apples, 

cookies, and cocoa ; 
Washing dishes, tea towels, and making room tidy; 



— 33 — 



PLATE IV. 




Ft'!, fi. — T^o You Like Our Parasols' 




Fig. 7.— I Made My Hat. I Think It Is Pretty. 



3— 219G2 



— 34 — 

COURSE OF STUDY IN HOME AND COMMUNITY LIFE 
FIRST GRADE 

Making jelly; 

Cutting patterns from newspaper and making work aprons 

from flour sacking; 
Washing, dyeing, stenciling flour sacking to be used as 

curtains for windows or book cases ; 
Making farm, orchard, or ranch in sand table; 
Visit to cannery, dryer, or evaporator; 
Drying fruits; 

Storing nuts far Christmas and Thanksgiving parties; 
Making sea scene in sand table ; 
Playing cafeteria; 

Visiting warehouses to see bales of hay or cotton; or bags 
of grain, nuts, beans, or sugar; or boxes of fruit. 

(b) Clothing used by the family: 

Where and how obtained; 

Materials suitable for changing seasons; 

How father and mother help ; 

Kind bought at stores; 

How children can help by keeping clothing clean, by hang- 
ing up hats, caps, and wraps ; by blacking or otherwise 
caring for shoes. 

(Activities: 

Making aprons, hats, parasols, or costumes for play; 

Sewing tape hangers in caps, hats, or wraps to hold them 
securely on hooks in coat room ; 

Weaving rugs to be used for hot handle holders or wash- 
cloths in the home.) 

(c) Need of shelter : 

Location of house — street and number ; 
Arrangement and use of various rooms ; 
Heat, light, and water supply — air and sunshine; 
Materials used in building house ; 

Work of carpenter and mason ; the painter and the plumber ; 
How children may help to keep house clean and home 
happy. 
(Activities: 
Building and furnisliing a large doll house; 
Planning separate rooms ; 
Selecting and hanging wall paper; 
Making furniture suitable to each room; 



— 35 — 

COURSE OF STUDY IN HOME AND COMMUNITY LIFE 
FIRST GRADE 

Visiting house being built to observe progress of work — 

digging of cellar, laying foundation, putting up beams 

for supports; 
Making drawings as records of such trips and assembling 

these into booklet; 
Telling story of making of doll house as record for 

booklet.) 

(d) Protection and service: 

Policeman or constable, fireman or forest ranger, postman, 

telephone and telegraph operator, street cleaner or road 

master, farm adviser. 
Doctor, dentist, nurse; school superintendent, teacher, 

janitor ; 
How child may help each of these to do his work. 

(Activities: 
Making trip around school or neighborhood to see firemen, 

the traffic policemen, or the janitor at work; 
A visit to the shop where big boys are at work upon our 

"play house," our "teeter board," or "our blocks." 
Playing postman ; 

Sentence making (oral) for composite report; 
Drawings, pictures cut out from magazines used to illustrate 

sentences ; 
Taking part in fire drills; 

Helping to care for surroundings at home and at school; 
Providing books, toys, or cheerful greetings for absent 

playmates.) 

II. The home as contrasted with that of the Indian boy and girl 

The Food Eaten by Indians Before White ]\Ien Came : 

How Indians made bread, preserved meat, gathered berries and 

roots ; 
Work of different members of the family ; 

Clothing Made and Worn by Indians : 
Weaving, dyeing of wool and grasses; 
Preparation of skins ; 
Substitute for needles and thread ; 
Looms for weaving. 



— 36 — 

COURSE OF STUDY IN HOME AND COMMUNITY LIFE 
FIRST GRADE 

Shelter — Tepee, and Cliff Dwelling Indians: 

IMaterial used; 

Where fire was built for cooking; 

How home was ventilated ; 

How fire was made without matches. 
Plays, Games and Training of Indian Boy or Girl : 

How they helped fathers and mothers. 
(Activities: 

Planning, cutting out, fitting, and making Indian costumes; 

Building up Indian settlement in sand or lietter still, where 
conditions are favorable, out-of-doors ; 

Eeading or listening to such stories as "Hiawatha's Childhood" 
or "Docas, the Indian Boy"; 

]\Iaking canoes, bows and arrows; 

Giving Indian play for school assembly; 

Learning appropriate songs for play ; 

Composing and dictating stories for illustrated booklet about 
Indian life.) 

III. Health habits should be acquired 

1. Cleanliness and Orderly AVays: 

Bathing more than once a week ; 

Brushing teeth more than once a day ; 

Using clean drinking cups; 

Keeping fingers, pencils, books, handkerchiefs, or coins out 

of mouth; 
"Washing hands before eating; 
Using clean towel and soap ; 
Using clean handkerchief properly ; 
Keeping shoes dry during rainj' season. 

2. Daily Inspection For Clean Hands, Faces, Handkerchiefs: 

Purpose of inspection is to help children form habits of 

cleanliness. 
Inspection may l)e done by one or more children. 
Soap, water, and toweLs should be provided for those needing 

them. 
(See correlation with Course in Fine and Industrial Arts, 

Plate X, Fig. 18.) 



— 37 — 

PLATE V. 




I'^IG. S.— iTiiniiiv- e-Mi.:iiiy— Roasting Meat— First Grade— Stato TluuIici-s College, 

San Diego. 




Fig. 9. — Making Indian Piki — First Grade — State Teachers College — ^San Diego. 



200008 



— 38 — 

COURSE OF STUDY IN HOME AND COMMUNITY LIFE 
FIRST GRADE 

3. Twelve Guide Posts on the Health Highway : 

1. Keep the skin clean by bathing ; 

2. Breathe fresh air ; 

3. Play out doors every day ; walk properly ; sit erect ; 

4. Sleep with open windows 10 to 12 hours every night ; 

5. Eat slowly and chew food thoroughly; 

6. Eat fruits and leafy vegetables daily ; 

7. Drink water and milk rather than tea and coffee ; 

8. Brush teeth more than once a day ; 

9. Eliminate waste material from bowels at least once a day • 

10. Work industriously ; 

11. Keep cheerful; laugh heartily; 

12. Help somebody in some way every day. 

IV. Manners and morals shape character 

1. Courtesy Should be Observed at Home and Away From Home: 

''Politeness is to do and say 

The kindest thing in the kindest way;" 

Saying "Please" and "I thank you" when a kindness is 

sought or received; 
Letting grown up folks be seated first in the room or at the 

table ; 
Giving the best to the guests or older members of the family ; 
Mending ways when reproved — never sulking or answering 

back ; 
Being cheerful at schoo', in the home, especially at the table; 
Giving a pleasant "(lood morning" to teachers and com- 
panions at scliool ; 
Saying "Excuse me" when at fault; 
Opening the door for mother or any older person leaving 

room ; 
Learning to use knife, fork, and spoon properly. 
"Eat at your own table as you would at the table of a 

king. ' ' — Emerson. 
(See Bulletin No. 18, Suggestions for Teaching Good Manners 

in the Elementary Schools — Cal. State Board of Ed.) 

2. Attention Should be Given to Habits of Thrift and Industry by : 

Sewing on buttons, mending clothes; 
Handling toys and playthings with care ; 
Mending books and broken toys ; covering books to keep them 
clean ; 



— 39 — 

COURSE OF STUDY IN HOME AND COMMUNITY LIFE 
FIRST GRADE 

Passing on to other children outgrown toys; 

Keeping walls, fences, and buildings free from defacing 

marks ; 
Making pennies grow into nickels, quarters, and dollars by 

starting savings bank at school ; 
Opening an account later in community savings bank when 

$1.00 or more accumulates. 
"Waste not, want not." 
"Wilful waste makes woeful want." 

V. Safety first guards from danger 

1. Hazards of Home and Neighborhood May be Overcome by : 

Avoiding broken steps or stairways ; 

Picking up marbles or other toys left on floor ; 

Playing safe — not tripping another even in fun ; 

Keeping away from scrub buckets, wash tubs, or wash boilers 
set on floor ; 

Keeping away from matches, bonfires, Christmas trees, fire- 
works, open gas heaters; 

Handling with care glass, nails, knives, scissors, or other 
sharp-edged articles. 

2. Hazards Away From Home or Neighborhood May be Avoided by : 

Watching carefully in boarding and leaving cars, stages, 

trains, boats; 
Keeping to right in aisles or crowds; 
Helping older people to put out bonfires or campfires before 

leaving ; 
Keeping away from dangling wires and poles carrying electric 

wires ; 
Learning to cross the street or road safely : 

Looking up and down street or road before crossing; 

Crossing streets or roads at protected places if possible ; 

Playing in home yards, playgrounds, parks — not in streets 
or roads; 

Learning driving signals — watching auto driver's hand; 

Learning meaning of "Go" and "Stop" signals; red and 
green lights as night signals ; 

Not running into street from behind parked automobiles. 



— 4:0 — 

COURSE OF STUDY IN HOME AND COMMUNITY LIFE 
FIRST GRADE 

VI. Nature study leads into new fields 

"The stiuly of nature may be classed among the humanities as 

truly as the study of language itself."* 
Nature material within the particular locality should be chosen. 

This should relate intimately to child's own life and stimulate 

interest in the care, protection, and close observation of natural 

phenomenon. 

1. Plant Life: 

Observations related to seasons: 

Spring budding and blossoming of fruit and shade trees 

about the vicinity ; 
Fall — harvest of fruits and fall of leaves; 
Needs of plants — water, sunshine, good soil ; 
Garden in spring of flowers and vegetables ; 

Study of way plants grow from seed — nasturtium, let- 
tuce, radish, pumpkin, wheat, corn, bean; 
Study of way plants grow from bull)s — tulips, Chinese 
lily, hyacinths, dahlias. 
Trees of neighborhood : 
Recognition by leaves; 
Trees keeping leaves in fall — palms, acacia, eucalyptus, 

pine, fir, citrus fruit trees; 
Trees whose leaves drop off in fall — hardy fruit trees, 
nuiple, elm, oak, Avalnut ; 
Wildflowers of woods, canyons, desert, fields, and seaside. 

2. Animal Life : 

Common and doiuestic animals: 

Kinds in home, barnyard or ])asture; 

Care and provision made for each; 

Value of each — eggs, butter, meat, ]u(U's, wool. 
Wild animals: 

Birds seen in fall ; in spring ; all the year around ; 

Wild animals of fields, woods, mountains, or deserts ; 

Animals at park or zoo; 

Bird Day — significance. 
Insects : 

Moths, butterflies, bees that visit garden ; 

Recognize difference in appearance between butterflj^ and 
moth. 



'Nicholas Murray Butltr: "The Meaning of Education," p. 56. 



— 41 



PLATE VI. 




Fig. 10. — An Easter Egg Shell Garden. From Outline Studies of Schoolgarden- 

O. J. Kern 




Fig. 11. — Taking Care of tlie School Rabbits — Second Grade — State Teacher.s College, 

San Diego. 



— 42 — 

COURSE OF STUDY IN HOME AND COMMUNITY LIFE 
FIRST GRADE 

Houseflies — observe methods of extermination; 
Spiders (not true insects), dragon flies, crickets, grass- 
hoppers, mosquitoes ; 

Identify these and observe where and how they live. 

3. Earth and Sky: 

Winds — How they help or hinder: 

On sea ; on land ; in city ; in country ; 
How they play — flying kites, tossing things about, blowing 
clouds across the sky. 
Rains — When they come ; 
What changes follow them : 
River beds fill with water ; 
Fields turn green ; 
Trees bud and blossom ; 
Many birds come from south ; 
Rainbows and sunshine. 
Sea — Tides and M^aves — sea and beach life. 
Sun — Greater warmth about noon time ; 

Connect sunrise and morning ; sunset and evening ; moon 

and stars with night ; 
Value of sunshine and warmth to all growing things; 
Months of autumn, winter, spring. 

(Activities : 
Walks and excursions to woods, streams, seaside, farms, florist 

or grocer ; 
Collecting leaves for pressing and mounting in tree book ; 
Planting egg shell gardens, flower boxes, "pocket" gardens; 
Planting bulbs in fall for Christmas, Valentine, or Easter 

greetings ; 
Keeping wildflower chart showing name of flower, date and plade 

found ; 
Caring for pet hen and chickens, or canary, or rabbit, family ; 
Assembling and caring for aquarium; 
Raising at home ducks, chickens; or a vegetable garden; 
Keeping weather record showing by colored discs, sunny, cloudy, 

or rainy days ; and length of shadow at noon ; 
Making and flying kites ; 
Planting trees, shrubs, vines on Arbor Day ; 
Caring for trees after they have been planted; 
Drawings, stories, pictures assembled in a bird book ; 
Reading or listening to stories or learning poems and songs.) 



— 43 — 

COURSE OF STUDY IN HOME AND COMMUNITY LIFE 
FIRST GRADE 

VII. Festivals and holidays embody the manners, customs, and ideals 
of our people 

1. National and State Holidays : 

November — Thanksgiving. 

February — Lincoln '.s Birthday and Washington's Birthday. 

]\Iarch — Arbor and Bird Day. 

May — ^Memorial Day. 

June — Flag Day. 

2. Local and Community Holidays : 

October — Hallowe 'en. 
December — Christmas. 
February — Valentine Day. 
April — Easter. 
May— ]\ray Day. 
May— IMother's Day. 

3. Local Fete or Festival Days : 

Blossom Festival. 

Raisin Day. 

Rose Fete. 

Orange Show. 

Carnival of Winter Sports. 



COURSE OF STUDY IN HOME AND COMMUNITY LIFE 
SECOND GRADE 

I. The home through the help of the community provides the child's 
clothing 

1. Kind of Clothing Needed for Diiferent Seasons and Weathers : 
Summer, winter, sunshine and rain ; 
Recognition of different materials — cotton, linen, wool, silk, 

rubberized goods, leather, fur; 
Work done in the home in making and cleaning clothing: 
Mother does cleaning, darning, mending, sewing on buttons, 
makes dresses, blouses, or other garments ; 
She secures material from drygoods stores, shoes and 

overshoes from shoe stores; 
Dressmaker, or tailor, or cleaner may help. 
How children m-Ay help in caring for clothing — hanging up 
hats, caps, wraps, and putting away personal belongings. 



— 44 — 

COURSE OF STUDY IN HOME AND COMMUNITY LIFE 
SECOND GRADE 

2. Sources in the Community Supplying Clothing: 

Stores — sources from which supply comes; 

Mills and factories— articles made and source of their supply ; 

Other sources — sheep ranches, cotton plantations. 

(Activities: 

Visiting store to see different materials ; 

Weaving bath rug ; 

Dressing dolls for playhouse or sand table ; 

Making a chart of samples of clothing made of various kinds of 

materials ; 

Comparing list of clothing materials used with that used by early 

Indians ; 

Making sash curtains from flour sacking or scrim.) 

II. Other communities supply clothing materials 

1. Sheep Ranches of California : 

Life of shepherd upon the range ; 

Care of sheep, shepherd's dog; 

Shearing time— washing sheep, shearing, baling, and shipping 

wool to mill w^orkers who comb, spin, and weave it into 

cloth ; 
Stories of shepherds and weavers of other times and places : 

Kanana the Bedouin Boy ; David the Shepherd Lad ; 
Arachne the Goddess Weaver; Heidi the Swiss Girl. 

(Activities: 
Constructing sheplu^rd life scenes on sand table ; 
Modeling sheep, dog, shepherd's crook; 
Making sheep fold, huts, atid other accessories. 
Dramatizing stoi'ies of shepherd life; 
Memorizing poems; 
Collecting and mounting pictures illustrating shepherd life in 

our own country, Arabia, in Greece, in France, and among 

the Navajo Indians; 
Making looms and weaving upon cardboard looms, material for 

bags, doll caps or sweaters, or doll hammocks.) 

2. Cotton Plantations of Imperial Valley in California : 

Life among the cotton field workers; 
Planting time, growing time, and harvest; 
Picking, carding, spinning, weaving, and dyeing ; 



— 45 — 

COURSE OF STUDY IN HOME AND COMMUNITY LIFE 
SECOND GRADE 

Kinds and uses of cotton goods — calico, muslin, gingham, 
canvas, rope ; 

Stories of plantation life in the South. 
(Activities: 
Plandling cotton ])olls — separating seed from fiber; 
Listing articles of clothing and household use made from cotton ; 
Collecting samples of calico, muslin, cotton flannel, gingham ; 
Reading stories about cotton growing in our own and other 

countries ; 
Making a cotton plantation in sand table ; 
Reading or listening to such stories as: "Story of Cotton" in 

The Four Wonders-. E. E. Shilling; "The Cotton Fields" in 

How We Are Clothed: J. F. Chaml)erlaiii.) 

3. Silk Fields of Japan : 

Life in Japanese silk fields ; 
The silk worm — appearance, food, and cocoon ; 
Preparation of silk material for fabric. 
(Activities : 

Planning Japanese community in sand table ; 

Dramatizing story of Japanese life ; 

Reading stories of silk culture in southern France or Japan ; 

Collecting cocoons, observing moth coming out of cocoon, watch- 
ing changes from eggs to caterpilhirs and to full grown moths ; 

Drawings illustrating different stages in development; 

Collecting samples of silk ; 

Telling story of silk in a booklet containing drawings and pic- 
tures illustrating life of Japanese ; 

Reading or listening to such stories as: Matsu the Japanese Girl: 
Lulu M. Chance; Big and Little People of Other Lands-. E. R. 
Shaw; 

Study difference in appearance of butterfly and moth.) 

4. Cattle Ranges of the West : 

Life upon the open range in Summer and Winter; 

Homes of cow boys and cattle herders; 

Herding and rounding up cattle for shipment ; 

Hides used in making leather — tanning, coloring; 

Leather used in making shoes, boots, belts, gloves, straps. 
(Activities : 
Collecting and mounting into booklet pictures of cattle life ; 
Visiting shoe store and cobbler's shop; 
Stories and songs about shoemaker ; 



— 46 — 

COURSE OF STUDY IN HOME AND COMMUNITY LIFE 
SECOND GRADE 

Drawings and short stories written by teacher upon blackboard at 

class dictation and later printed or mimeographed for reading 

lessons to be mounted in booklet.) 

5. Rubber Forests in the Warm Countries : 

Story of life in the world 's rubber belt ; 

Homes in the jungles of the black or the brown child; 

"Work of collecting and preparing rubber — tapping trees, 

hardening the crude rubber, shij)ping it in bales; 
Rubber and rubberized articles — overshoes, boots, rain coats, 
garden hose, automobile tires, pencil erasers. 
(Activities : 
Reading or listening to such stories as: "Pedro's Day's Work," 
in John Martin's Rubber a Wonderful Story, or "W^here the 
Mackintosh Grows," in J. F. Chamberlain's Hoiv We Are 
Clothed; or Jane Andrew's Seven Little Sisters, and Each 
a7id All. 
Making a booklet telling by pictures, drawings, and a few seij- 
tence-stories "How the Jungle People Help to Clothe Me on 
Rainy Days.") 

6. Furs and Felts from the Northland: 

Furs that keep us warm — fox, beaver, seal ; 
Where and how we get furs ; 
Story of Eskimo children of the far north; 
Igloo home — how constructed, heated, lighted; 
Clothing — material used ; how made ; 
Story of lonely life of trapper in northern woods. 
(Activities: 
Collecting pictures of fur bearing animals and scenes showing 

life in the cold regions ; 
Reading or listening to stories such as : 

"Ikwa the Eskimo Boy" in Liltle Folks of Many Lands, by 

Lulu Maud Chance; 
Eskimo Stories by Mary E. E. Smith; 
The Children of the Cold by F. Schwatka; 
The WJiite Seal by Rudyard Kipling; 

"Polar Bear Story" in Call of the North: Chas. Roberts; 
"Agoonak" in Seven Little Sisters: Jane Andrews; 
"Our Furry Friends" in How We Are Clothed: J. F. Cham- 
berlain. 
Constructing Arctic scene in sand table ; 
Modeling animals and dressing dolls.) 



— 47 — 

COURSE OF STUDY IN HOME AND COMMUNITY LIFE 
SECOND GRADE 

III. Because of many helpers everywhere the child today has more 

varied materials for clothing than had the primitive child 

1. Review of Numerous Communities Helping to Give Us Clothing. 

2. Clothing Worn by the People of These Regions : 

How it differs from ours. 

3. Clothing of Primitive Peoples : 

The Cliff Dwellers — the cliff country of the southwest ; 

House — how made, rooms, sizes, ascending tiers of houses; 
How cliff dwellers lived ; 

Their food, their work (pottery, weaving, farming), their 
dress. 
Other primitive people who provided all materials for their 

clothing : 
Tree Dwellers — use of teeth, claws, feathers, for adornment; 
Early Cave Men — skins for clothing, dressing and fastening 

.skins together, making of sandals and leggings ; 
Later Cave Men — how they learned to make new inventions in 
clothing. 
(Activities: 
Modeling cliff dwellings from adol)e, or rock and cement, or clay 

and paper pulp ; making weapons, tools, and utensils used ; 
Making Lake Dweller's house and dramatizing incident from life 

of these people; 
Dressing several dolls to illustrate clothing w^orn by primitive 

people ; 
Reading or listening to such stories as : 

In ike Land of Gave and Cliff Dwellers: F. Schwatka; 

The Tree Dwellers: Katherine Dopp ; 

The Early Cave Men: Katherine Dopp; 

The Later Cave Men: Katherine Dopp; 

Things to Do: Katherine Dopp ; 

Lolame the Cliff Dweller: C. K. Bayliss. 

IV. Health habits to be acquired 

1. Cleanliness and Orderly Ways: 

Daily inspection for clean hands, faces, teeth, ears, noses, 
handkerchiefs, clothes, and reports concerning personal 
baths ; 
Importance of good teeth : 

Brushing more than once a day and especially before going 
to sleep at night; 



— 48 — 

COURSE OF STUDY IN HOME AND COMMUNITY LIFE 
SECOND GRADE 

Special care of the six year permanent molars — the first 
back double teeth; 
Using individual drinking cups or bubbling fountains in 

public places ; 
Keeping fingers, pins, pencils, coins, and handkerchiefs out of 

mouth ; 
Washing hands before eating; 
Washing hands after using toilets; 
Using clean towel and clean soap ; 
Cleaning and filing nails ; 
Importance and use of clean handkerchief; 

Use handkerchief when sneezing or coughing. 

2. Daily Food Habits : 

Eat three regular meals daily ; 

Eat vegetables, fruit, and cereals daily; 

Drink i)lenty of milk — at least a pint a day; (milk is the 

master builder) . 
Drink at least 4 glasses of water daily — no tea or coffee. 

3. Play, Rest, and Sleep : 

Go to bed at 7 or 8 o 'clock every night ; 

Sleep from 10 to 12 hours daily ; 

Take a nap or rest during afternoon if possible ; 

Always sleep with windows opened; 

Play out-of-doors in sunshine every day if weather permits ; 

Flay fair ; be honest and reliable. 

V. Manners and morals shape character 

1. Courtesy in Home, School, and Street: 

(a) Courtesies to home folks — obedience without grumbling; 

Expression of gratitude or appreciation ; 
Standing when elders come into room ; 
Placing chair for mother; 
Avoiding interrupting when others are speaking. 

(b) Courtesies to guests in the home — pleasant greetings ; 

Sharing toys or belongings with visiting children ; 
Being polite always. 

(c) Table manners — 

Neatness of dress and cleanliness of person before 

going to table; 
When and how to be seated ; 



— 49 — 

COURSE OF STUDY IN HOME AND COMMUNITY LIFE 
SECOND GRADE 

Conduct at the table — waiting quietly to be served ; 
Helping to serve others by passing dishes that are 

near by ; 
Usnig knife to cut food or butter bread ; 
Using fork to carry food to mouth ; 
Turning tines of fork down when cutting food ; 
Keeping spoon in saucer except when stirring cocoa, 

milk, or bouillon. 

(d) Conduct at school — 

Prompt obedience to rules" and regulations ; 

Necessity for these; 

Value of abiding by the law or observing the rules of 

the game in work and play ; 
Respecting rights of others in school and on play- 
ground ; 
Politeness to schoolmates and teachers. 
(See also Kindergarten and First Grade Course.) 

2. Thrift and Industry' : 

"Thrift is not meanness but management." 

1. Saving mother's time by helping self in home and school — 

Dressing in morning; getting ready for school; putting 
up school lunch; caring for playthings and other 
belongings ; getting ready for bed ; 

Caring for lunch boxes, wraps, and other personal be- 
longings; keeping at work until task or purpose is 
accomplished ; helping to care for school pets, window 
boxes, school gardens. 

2. Saving and sharing — 

Opening savings account at school for pennies, nickels, 

and dimes ; 
Depositing in regular bank, savings at stated times; 
Raising pet calf or ducks or chickens ; 
Saving for purchase of some special gift ; 
Repairing, cleaning, mending outgrown toys and books 

for others who may enjoy them. 

VI. Safety first protects life and property 

1. Rules fur Preventing Accidents : 

Learn traffic signals for turns — watch driver 's hand ; 
Play in home yards or playgrounds rather than on roads, 
streets, or other unsafe places ; 

4—21962 



— 50 — 

COURSE OF STUDY IN HOME AND COMMUNITY LIFE 
SECOND GRADE 

Avoid "hooking" rides on passing vehicles; 

Keep yard and playground free from broken glass, rusty nails, 

tin cans; 
Watch your step in boarding or leaving cars, stages or boats — 

wait until they stop before stepping off; 
Refrain from shoving, pushing or tripping others even in fun ; 
Keep away from explosives, fallen electric wires, and poles 

carrying live wires; 
Cross streets or roads at protected places — avoid "jay-walk- 
ing. ' ' 

2. Rules for Preventing Fire Losses : 

Avoid playing with matches; bonfires, or fires in open fire- 
place ; 

Keep candles out of drafts ; 

Handle carefully candles on Christmas trees or Jack-o'- 
lanterns. 

Keep curtains and other flimsy materials away from candle 
flames, hot stoves, or pipes ; 

Turn off the current before leaving electric iron, toaster, or 
other similar devices ; 

Be sure camp fires are out before leaving them ; 

Leave your camp as you would like to find it — bury or burn 
all refuse; 

Help keep California 's pleasure grounds clean ; 

VII. Nature study leads far afield 

1. Name and Recognize Common Animals: 

Birds, plants, flowers, trees, fruits, and vegetables of the 
community ; 

(a) Birds — 

Recognize common ones by sight, calls, songs, or flight ; 
Know what food the}^ eat and how they serve the 

farmer ; 
Keep wild flower and bird calendar noting date and 

place of observation ; 
Bird day — significance and observance. 

(b) Animals — of park, zoo, or woods: 

Life and native habitat — of lion, or elephant ; 
Food and habits of various animals; 
Uses — .skins and food. 



— 51 — 

COURSE OF STUDY IN HOME AND COMMUNITY LIFE 
SECOND GRADE 

(e) Insects as enemies and allies: 

Life history of — honey bees, ants, wasps. 
(d) Plants: 

Wild flowers — goldenrod, cactus, wild larkspur, poppy, 

lupin, brodiae ; 
Garden flowers — nasturtium, marigold, geranium, 

wistaria, dahlia, rose, sweet pea ; 
Seed distribution; parts of plant; root, stem, branch, 

leaf; 
Trees and fruits — live oak, eucalyptus, pepper, orange, 

apple, olive, pear, peach, prune, apricot, figs, and 

nuts ; 

Arbor Day — purpose and observance. 
Vegetables and cereals — corn, wheat, bean.s, cal)bage, 

onion, pea, cauliflower. 

2. Plant a School Garden : 

(a) Plan for vegetable and flower plots; 

(b) Germinate seeds in egg shell or tin can gardens for study 

of manner of growth; use such seeds as corn, beans, 

wheat. 
(c) Make brief study of soils: 

Plowing and preparation for planting ; 

Importance of sunshine and water. 

(See Kindergarten and First Grade Course; U. S. 
Dept. Agriculture, Farmer 's Bulletin No. 218, ' ' The 
School Garden"; University California Bulletin by 
O. J. Kern: "Outline Studies on School Garden, 
Home Garden.") 

3. Weather and Climatic Conditions : 

Winds — Tides, fogs; 

Seasons — Rains, sunshine ; 

Sunrise, sunset. 

(See Kindergarten and First Grade Course.) 

VIII. Festivals and holidays embody the manners, customs, and ideals 
of our people 

1. National or State Holidays : 

September 9 — Admission Day. 
October 12 — Columbus Day. 
November — Thanksgiving. 
February 12 — Lincoln's Birthday. 



— 52 — 

COURSE OF STUDY IN HOME AND COMMUNITY LIFE 
SECOND GRADE 

February 22 — "Washington's Birthday. 
March 7 — Conservation, Bird and Arbor Day. 
May 30— Memorial Day. 
June 14 — Flag Day. 

2. Social and Community Holidays : 

October 31 — Hallowe'en. 
December 25 — Christmas. 
April — Easter. 
May 1— May Day. 
May— Mother's Day. 

3. Local Festivals : 

Blossom Festival. 

Raisin Da}'. 

Rose Fete. 

Orange Show. 

Play Days. 

Carnival of Winter Sports. 

COURSE OF STUDY IN HOME AND COMMUNITY LIFE 
THIRD GRADE 

The home is a shelter made by many workers 

1. The Carpenter, Tinner, Mason, Bricklayer, Plumber, Elec- 

trician — Work Done by Each: 
Many materials used in l)uilding homes: 

Bricks, stones, lumber, iron, steel, stucco, cement. 
Houses and buildings in the community. 

2. Other Communities Prepare Building Materials : 

Stories of quarrying, lumbering, brickmaking, mining, glass 
making. 

3. Many Hands Carry Building Materials From Distant Parts 

to Us: 
Engineer, conductor, sailor, truckman, barge tender. 
Means and methods of traveling — roads, railways, steamships, 

pack trains, sledges, rafts. 
Means of carrying messages from place to place: 
Story of development of means of communication. 
(Activities: 
Collect pictures showing types of houses built of various 
materials ; 



— 53 — 



PLATE VII. 




Fig. 12. — California's Horn of Plenty. 




Fig. 13. — California's Citrus Products — Floats prepared by I-Bs as part of pageant 

of California's industries presented by the eight grades — San Diego 

Public Schools. 



— 54 — 

COURSE OF STUDY IN HOME AND COMMUNITY LIFE 
THIRD GRADE 

Visit house or building being- eonstrueted ; make chart of neigh- 
borhood showing location of school, homes, parks, woodlands, 
ranches, water towers, and other features; 

Make list of building materials produced or sold in the com- 
munity ; 

Read from such books as The Play House and The Most Won- 
derful House in the World, by Mary S. Haviland.) 

II. The homes of the community contrast with those of the early 
settlers 

1. The Coining of the First Settlers to the Community. 

2. The Coming of the Spanish Missionaries to California : 

Father Junipero Serra ; 

Work of missionaries among California Indians. 

3. Overland Immigrant Trains : 

The Donner party; 
Reception at Fort Sutter. 

4. Days of Forty-Nine — Discovery of Gold : 

Life of early miner. 
(Activities: 
Contrasting present every day life of the community with that 

of 50 or 100 years ago ; 
Interviewing old pioneers of the community for personal accounts 

descriptive of the days of '49 ; 
Visiting old landmarks, missions, forts, museums; 
Modeling stage coaches, adobe cabins, and primitive farm 

implements ; 
C<mstructing in sand table the community of the early settlers — 

missions, adobe and log cabins ; 
Arranging exhibit of pictures or materials showing homes of 

earlier pioneers and manner of furnishing them ; provision for 

cooking; primitive methods of ranching; 
Dramatizing arrival of missionaries and Spaniards and reception 

by the Indians ; 
Drawing illustrations of historical events ; 
]\Iaking an excursion to some spot from which a view of the town 

and surrounding community may be seen ; 
Making a map showing location of sites noted ; 



00 

COURSE OF STUDY IN HOME AND COMMUNITY LIFE 
THIRD GRADE 

Makinjr booklet eontaininji: reprints, illustrations, stories, clip- 
pings, poems, or a play telling- the story of the early pioneer 
days of the eoininunity ; 

Assembling tal)le of contents, arranyin<i' title page, designing 
appropriate cover and l)inding the booklet in a simple and 
artistic manner. 

INIaking an emigrant train in sand table; 

Model clay buffaloes and other wild animals; 

Writing accounts of : A Day on the Plains ; A Ride in a Prairie 
Schooner; Trip in a Stage Coach; How I Made a Raft; 

Preparing exhibits, floats setting forth events in early history.) 

III. Health habits to be acquired 

1. Cleanliness and Orderly Ways : 

Daily inspection and reports. (See Second Grade Course.) 

2. Observe the Twelve Guide Posts on the Health Highway: 

(See First Grade Course.) 

3. "Take Care of Eyes— You'll Have No Others:" 

Let plenty light shine over left shoulder when reading, 

writing, drawing ; 
Avoid fine print, blurred letters and shiny paper when 

reading ; 
Place book or paper about 12 to 15 inches from the eyes when 

reading, writing, or drawing; 
Rest eyes when tired — do not strain them. 

4. Foods That Supply the Body's Needs: 

(a) Fuel foods for energy and heat : 

Starchy foods — such as potatoes, bread, rice, oatmeal, 

flour ; 
Sugary foods — such as corn syrup, dried fruits, candy, 

honey ; 
Fatty foods — such as butter, cream, milk, bacon, 

peanut butter ; 
Protein foods — such as dried beans (baked, stewed, 

creamed soup), lean meats, bread, cheese, eggs, fish, 

nuts. 

(b) Building foods for repair and growth : 

Foods rich in protein materials. (See list above.) 



— 56 — 

COURSE OF STUDY IN HOME AND COMMUNITY LIFE 
THIRD GRADE 

(c) Bulky foods for regulating needs: • 

Water (one of the most important — drink 4-6 glasses 

daily) ; 
Foods containing mineral salts — green leaf vegetables; 

tomatoes, onions, celery, asparagus ; , 
Fruits containing organic acids — peaches, apples, 

prunes, apricots, cherries, oranges; 
Bulky foods such as carrots, parsnips, cabbage, beets, 
squash. 

5. Play, Rest, and Sleep : 

"Play — and play hard, for youth's a song. 
Play — and play true, for age is long!" 
Plaj^ out-of-doors every day; 

Breathe fresh air always; breathe through your nose; 
Sleep with windows open ; 
Play fair, and observe the rules of the game; 
Stand and walk with head erect and chest up ; 
Look people in the eye when talking or listening to them. 

IV. Manners and morals shape character 

1. Common Courtesies of Every Day Life : 

(a) Manners at the table: 

(See Second Grade Course.) 

(b) Respect the rights of others in home, at school, on 

streets, in public places: 
Sneezing, coughing, yawning, or talking in public 
places annoys others. 

(c) Be kind to younger and weaker boys and girls, to 

strangers or foreigners, and all others who need your 
help. 
(See Bulletin No. 18, Suggestions for Teaching Good 
Manners in the Elementary Schools — California 
State Board of Education.) 

(d) Be honest and keep your word: 

''Be to others kind and true 

As you would have them be to you." 

Policeman and constable keep their word to guard us 

from harm; 
Fireman pledges his Avord to protect us from tire; 
Engineers on trains, postman with letters, doctor and 

nurse all keep their word and we trust them. 



— 57 — 

COURSE OF STUDY IN HOME AND COMMUNITY LIFE 
THIRD GRADE 

2. Thrift and Industry : 

"Thrift and savinij: should Ixi fundamental virtues of 

American Life." 

(a) Helping self in home and school: 

Dressing in tlie morning; getting ready for school; 
putting u]) school lunch ; caring for playtliings and 
other ])elongings; getting ready for bed. 

Caring for lunch boxes, wraps, and other personal 
belongings; keeping at work until task or purpose is 
accom])lished ; helping to care for school pets, window 
boxes, school gardens and school supplies. 

(b) Saving and sharing : 

Opening savings account at school for pennies, nickels, 

and dimes ; 
Depositing in regular bank savings at stated times ; 
Raising pet calf or ducks or chickens ; 
Saving for special purpose — birthday, Christmas, 

vacation. 

(c) Save time and material: 

"Do not squander time for that is the stuff life is 

made of." 
Respect value of other people's time and work — do not 

disturb others at work; 
Be punctual in home duties ; in school duties ; at all 

times : 
Handle with care borrowed property ; 
Use whatever material needed but do not waste. 
(See First and Second Grade Courses.) 

V. Safety first protects life and property 

1. Ways of Preventing Accidents: 

Form habits of picking up and putting away tools, play- 
things, and other materials ; 

Keep away from poison and antiseptic solutions; 

Help guard younger children from open fires, scalding hot 
water or other dangers; 

Learn traffic signals for turns — watch driver's hand; 

Observe traffic laws — do not play in streets or roads, avoid 
"jay-walking," cross roads at protected places when 
possible ; 

Refrain from shoving, pushing, or tripping others even in fun. 

(See Second Grade Course.) 



. — 58 — 

COURSE OF STUDY IN HOME AND COMMUNITY LIFE 
THIRD GRADE 

2. Ways of Preventing Fire Losses : 

Avoid playing with matches, bonfires, or open fireplaces; 

Keep candles ont of drafts; 

Keep curtains and other flimsy materials away from candle 

flames, hot stoves, or pipes; 
Be sure out-door fires are extinguished before you leave them ; 
Turn off the current before leaving electric iron, toaster, or 

similar devices ; 
Handle carefully candles on Christmas trees or in Jack-o- 

lanterns. 
(See "Safeguard the Home Against Fire," U. S. Bureau of 

Education, prepared and distributed by National Board of 

Fire Underwriters, 76 Williams St., N. Y., at 5 cents per 

copy.) 

VI. Nature study leads into fields of science 

1. Plant and Animal Life of the Community : 
Birds : 

(a) As friends and allies: 

Insect and grub eaters — fly catcher, meadow lark, cat 
bird, robin, swallow, wren, killdeer, flicker, wood- 
pecker, night hawk, swift. 

Seed eaters — linnet, tree sparrow, gold finch. 

Scavengers of sea, lake, and river — gull, kingfisher. 

(b) Adaptations for food, nesting and protection: 

Bill — Slender and long; short and thick; curved, 

hooked ; 
Tail — Forked, notched, square, rounded; 
Feet — Webbed or not webbed ; 
Color — Gray, brown, chestnut, white, blue, orange, 

green ; 
Nest building — place, materials used. 

(c) Protection of our song and game birds: 

Providing bird houses, shrubbery for nests ; 
Providing drinking fountains and feeding shelves ; 
Saving scraps from school lunches for birds. 

Insects : 

(a) The chewing insects: 

Cabbage-butterfly, cut worm, striped cucumber 
beetle, potato beetle. 



— 59 — 

COURSE OF STUDY IN HOME AND COMMUNITY LIFE 
THIRD GRADE 

' • (h) Slicking' insoi-ts: 

xVphid. sfiuash bug, scale, 
(c) Beneficial insects: 
Lady heetle, bee. 
Plants : 

(a) Weeds injurious to crops: 

Ragweed, tarweed, wild morning glory, thistle. 

(b) Wild tiowers of the locality: 

(See Second (4rade Course.) 

(c) Shrubs: 

Toyon berry (Christmas berry), mistletoe, wild lilac, 
wild azaleas, hazelnut. Spanish broom. 

(d) Trees: 

Camphor, cypress, willow, oak, maple, sycamore. 

Garden : 

Study of plant bulbs and tubers ; 
l^lake vegetable and flower garden ; 

(See First Grade and Second Grade Course.) 
Brief study of soils, preparation, plowing, planting, irrigating ; 
Visit farm implement store— examine garden tools, sprayers, 
drills, mowers, and other farm implements. 

Weather and Climatic Conditions : 
Effect of winds, tides, fogs; 

Length of day— relate to sunrise, sunset and to time of year ; 
Phases of moon— full moon, new moon, waning and waxing 

moon ; 
Directious— north, south, east, west; locate North Star and 

Big Dipper ; 

Water forms — dcAv, frost, rain, snow, clouds; 

Water supply— rains, lakes, springs, wells, snow fields; 
Importance of water in life of community : 

For food crops, forests, transportation, and domestic use ; 
Season of heavy rains, melting snows, and swollen rivers. 

Land and water forms noted in locality : 
Mapping these from hill or elevated place. 

Weather record— note daily length of shadow at noon, tem- 
perature, sky, sunrise, and sunset. 



— 60 — 

COURSE OF STUDY IN HOME AND COMMUNITY LIFE 
THIRD GRADE 

VII. Festivals and holidays embody the manners, customs, and ideals 
of our people 

1. National or State Holidays : 

September 9 — Admission Day. 
October 12 — Columbus Day. 
November — Thanksgiving. 
February 12 — Lincoln's Birthday. 
February 22 — Washington's Birthday. 
March 7 — Conservation, Bird and Arbor Day. 
May 30— Memorial Day. 
June 14 — Flag Day. 

2. Social and Community Holidays: 

October 31 — Hallowe'en. 
December 25 — Christmas. 
April — Easter. 
May 1— May Day. 
May—Mother's Day. 

3. Local Festivals: 

Blossom Festival. 

Raisin Day. 

Rose Fete. 

Orange Show. 

Carnival of Winter Sports. 



COURSE OF STUDY IN 
FINE AND INDUSTRIAL ARTS 



— 63 — 



COURSE IN FINE AND INDUSTRIAL ARTS 

The course in Fine and Industrial Arts as here presented seeks to 
provide opportunity for a beginning in the rudiments of the arts by 
using the child's native tendency^ to manipulate and construct. 

"jMan has not two original natures — one matter of fact, the other 
playful — from one to the other of which he shifts by inner magic. The 
majority of the original tendencies from which human play develops 
are not peculiar to play, but originate serious activities as well. Such 
are manipulation, facial expression, vocalization, multiform mental 
activity, and multiform phy.sieal activity. The same original tendency, 
manipulation, is the root of making mud pies and apple pies."* 

The subject matter has been grouped under the topics NARRATIVE 
DRAWING; REPRESENTATION, or object drawing; CONSTRUC- 
TION, DESIGN; and COLOR. In satisfying the child's need for art 
expression no such differentiation of subject matter is necessary or 
desiral)le for design, color, representation, narrative drawing and con- 
struction may all be needed for any single project. The subject matter 
siiould be the real content of tlie child's experience which finds expres- 
sion in many kinds of material. 

Narrative drawing 

Drawing to the kindergarten-primary eliild is a means of expression 
that he finds lielpful in supplementing his limited verbal language. 
At fir.st he may express his imagery regardless of and often at variance 
with facts. For example his drawing of a man may be just a few 
scribbles indicating head and limbs ; or his exterior view of a house may 
even show the furnishings and people within. One kindergarten child 
proudly displayed a drawing of a mountain upon whose summit he had 
shown two violets with stems one-half the height of the mountain itself. 
He was unabashed by the discrepancies in his drawing and readily 
explained that those were the violets his father had picked upon the 
mountain the day before. While accuracy and truthfulness in repre- 
sentation are not to be minimized the emphasis at first should be upon 
encouraging a readiness to express ideas graphically, however crude 
the results may be. "At this time objects placed before the children 
serve asa^means of suggesting ideas rather than as forms which are to 
be correctly delineated, "t 

♦Thorndike — Educational Psychology, Vol. I, p. 145. 
fW. Sargent: Fine and Indu.strial Aits, page 19. 



— 64 — 

Representation or object drawing 

How shall instruction be given so that progress in ability to see 
correctly and represent truthfully be attained? As the child advances 
from kindergarten to first and second grades he assumes a more 
critical attitude towards his drawings and unless he develops skill and 
technique adequate to his needs his desire to use drawing as a language 
is less ardent and may become atrophied. It therefore is important 
that every means for developing this skill be employed. One of the 
first steps in this direction is the acquiring of a graphic vocabulary. 
Learning how to draw^ a few well selected objects that he uses over and 
over again such as a dog, a horse, a man, a boat, a bird, a canoe, gener- 
ates a feeling of confidence that strengthens his desire to express his 
ideas graphically. 

The skilled teacher may have many ways of doing this. She may 
adroitly provide abundant opportunity for displaying individual and 
cooperative results, following this with such comments upon successes 
and weaknesses that the child goes back for further effort with a clearer 
image in mind and yet has not been deprived of the satisfaction that 
comes from accomplishment. 

Besides exhibits and class discussions, a more detailed study of the 
particular object or objects pictured should follow. By noting the 
characteristics of form, size, and proportion, by handling the object or 
a model of it, by collecting pictures, by modeling, and by cutting out 
silhouettes, the needed data and definite knowledge that insure a more 
truthful representation are gained. Furthermore, the teacher can give 
invaluable help in the primary grades by drawing frequently for the 
child on the board or at the easel so that he may have the added stimulus 
of seeing some one do easily and well what he is attempting. The 
teacher's drawing, however, should be removed to avoid having the 
child draw from it instead of from his own mental image of the object. 
As the number of objects that can be thiLs successfully drawn increases, 
the child's confidence in his ability to express his ideas graphically 
grows proportionately. 

Construction 

' ' Experience has shown that when children have a chance at physical 
.activities wliicli bring their natural impulses into play, going to school 
is a joy, management is less of a burden, and learning is easier. Some- 
times, perhaps, plays, games, and constructive occupations are resorted 
to only for these reasons, with emphasis upon relief from tedium and 
strain of 'regular' school work. There is no reason, however, for 
using them merely as agreeable diversions. Study of mental life has 
made evident the fundamental worth of native tendencies to explore, 



— 65 — 

to manipulate tools and materials, to construct, to give expression to 
joyous emotion. When exercises which are prompted by these instincts 
are a part of the regular school program, the whole pupil is engaged, 
the artificial gap between life in school and out is reduced, motives are 
afforded for attention to a large variety of materials and processes 
distinctly educative in effect * * * in short, * * * knowledge- 
getting should be an outgrowth of activities haying their own end, 
insteatt'df a school task."* 

Playing house or store are ideas alway.s ready for active expression 
because children desire to do what grown folks do. The coming of Wut 
circus, a visit to the zoo, a fete or festal day in the community may call 
out many expressions in construction. Observation of the activities of 
kindergarten children seems to indicate that the desire to play with 
constructive material may not be initiated by any clearly defined ends 
in view but the mere handling of the tools or materials themselves often 
suggests ideas and problems that lead into significant experiences. 

The most valuable constructive work for kindergarten and first grade 
appears to consist in free use of material so easily manipulated that it 
gives immediate results without demanding elaborate tools or technical 
skill. Sand, clay, building blocks, or soft wall board answers this pur- 
pose satisfactorily. From this stage progress should be made towards 
(1) planning out the definite ends desired, (2) predetermining thp 
materials, means, and ways of reaching these, (3) developing manual 
skill in the manipulation of materials and tools. As in the teaching of 
drawing the child must learn by doing and doing again after learning 
from experience or suggestions of others the inadequacies of his 
product. 

It should be borne in mind that ideas and actions should be kept 
close together for young children. The constructive arts should help 
to interpret and elaborate fragmentary, hazy, and indefinite ideas that 
have come to the child through his every day living. He should learn 
through using construction to fulfill his purposes — to answer his needs. 
Instead of the "busy work" characterized as that period when the child 
is given something to do so that he may not bother the teacher and class 
that is "reciting," the constructive work should be made an integral 
part of the other work of the grade. It should be looked upon as a 
concrete expression of some phase of subject matter, and should be so 
organized as to provide for a progressive mastery of knowledge, skill, 
and habits in the constructive arts. 

"It (construction) brings the invigoration of dealing with the 
unvarying, impartial laws of matter, and of being compelled to face 

•Dewey.John: Democracy and Education, pp. 228, 229. 
5—21962 



— 66 — 

the obvious fitness or unfitness of visible results. It awakens pleasure 
in shaping material to a predetermined form by patience, foresight, and 
sliill. It brings a healthy realization of the gap which exists between 
an idea and its finished embodiment in concrete form, and the per- 
sistence necessary when one deals with the slowly yielding conditions 
of stubborn material. This realization develops a seriousness in under- 
taking problems, * * * but it is accompanied by the pleasure of 
a consciousness of skill and of increasing mastery over raw material."* 

Design and color 

The study of design should grow out of the needs for decoration 
upon objects constructed. At first the child seems satisfied with mere 
repetition and gaudy adornment but by comparisons of his product 
with others that fill the conditions more adequately he gains in 
appreciation of space division and pleasing coloring. 

' ' They look for these rhythms elsewhere in nature and produce them 
by using lines and other elements drawn with colored crayons. They 
learn to see that these rhythms occur in one direction, forming borders ; 
in two directions forming surface patterns; and around a center form- 
ing rosettes, "t 

Designs are used in borders for table runners, paper plates for school 
luncheon, window curtains, vases, bowls, booklets and many other con- 
structed objects. Such practical opportunities serve to develop a 
beginning in discrimination, personal preferences, and good judgment 
in the choice of color and design. 

The aim throughout the course should be : 

To encourage freedom of graphic expression; 

To make progress, not to make perfect drawing; 

To use materials readily for embodying ideas; 

To develop an appreciation for good designs and color; 

To lay the foundation for good taste in the selection of costume, 

household furnishings ; 
To cultivate an appreciation for beauty. 

COURSE OF STUDY IN FINE AND INDUSTRIAL ARTS 
KINDERGARTEN AND FIRST GRADE 

I. Narrative or story-telling drawing 

1. Free Expression With Chalk on Blackboard or Gray Paper of: 
(a) Experiences and observations from every-day life : 
Feeding the chickens; 
The grocer boy driving wagon; 
Man plowing field; 

Mother ironing clothes or washing dishes; 
Baby playing on floor. 



•Waiter-Sargent — Fme and Industrial Arts : p. 11. 
tHenry T. Bailey : Ai-t Education, page 75. 



— 67 



PLATE VIII. 




Fig. 14. — Dressing Dolls — Kindergarten — State Teachers College — San Jose. 




Fig. 15. — Constructing a Neighborhood Community Kindergarten — State Teachers 

College — San Jose. 



— 68 — 

COURSE OF STUDY IN FINE AND INDUSTRIAL ARTS 
KINDERGARTEN AND FIRST GRADE 

(b) Activities discussed in relation to health or safety : 

Brushing teeth ; 

Washing hands; 

Putting fruit peelings into proper eontainei'S;,, 

Crossing streets or roads at protected places; 

Playing out doors^flying kites. 

(c) Dramatic ideas gained from Mother Goose rhymes, stories, 

poems, songs: 
The Three Kittens Who Lo.st Their INIittens; 
The Three Bears; 
The Night Before Christmas ; 
Gingerbread Man. 

2. Class Discussion of Results and Suggestions for Better Drawing 

of a Few Selected Objects: 
Exhibit of first drawings to note correct and inadequate 

results ; 
Observation of objects or models of horse, cow, wagon, street 

car, or others needed to give "story" more adec[uate 

expression ; 
Detailed practice in drawing a few such objects; 
Cutting out pictures of objects needed from old magazines, 

catalogs, or hectograph outlines. 

Note — The aim should be to encourage pictorial story telling. 
Every line and dot should be related to the picture as a whole and atten- 
tive study and practice should from time to time be focused upon a few 
selected details. As these are mastered, they become a beginning of a 
graphic vocabulary that should be gradually built up from grade to 
grade. 

n. Representation — with chalk, colored oil crayons, free paper cutting 
or modeling of: 

1. Stick or action figures as these are needed in the narrative or 
story telling drawing to express such variety of action as : 
Catching balls; 
Waving flag ; 
Driving wagon ; 
Riding bicycle or kiddie ear ; 
Roller skating. 

Note — Children maj^ take the pose or action suggested. At first 
knee and elbow joints should be omitted. Lines for the back and limbs 
should be the same length, and head about half as long and shaped like 
an egg. No attempt to dress the stick figures should be made until 
later. 



— 69 — 

COURSE OF STUDY IN FINE AND INDUSTRIAL ARTS 
KINDERGARTEN AND FIRST GRADE 

2. Birds and Animals, Vegetables, Fruits, Trees, Leaves, and 
Flowers. (See Nature Study Course — only the simpler 
forms should be attempted.) 

XoTE — While freedom of expression should be emphasized, some 
opportunity for judging good and poor representations should be pro- 
vided. After attention has been called to correct details, further 
practice should always follow and improvements should be noted. 

III. Construction — or representation in three dimensions: 

Sand table construction of scenes of ever\'-day interest; 
Building with large blocks; playhouse, boats, trains, wagons, 

doll furniture; 
Constructing from boxes or ether light, easily handled wood — 

toys, bird houses, doll hou:-:e furniture ; 
Modeling from clay, adobe, or other p^.astie materials — animals, 

fruits, vegetables, toy dishes, marl)les, beads; 
Using textiles for making doll's bedding, window curtains for 

playhouse, aprons for clay or cooking work, bags for marbles, 

dolls from stockings ; 
]\Iakijig baskets from palm leaves stripped and colored; 
^Making pine needle pi.lows for gifts at Christmas or Easter time. 

Note — In construction as in object drawing free expression must 
precede trained expression. Through the spontaneous use of large 
building blocks, the sand table, plastic materials for modeling, and tex- 
tiles for weaving or sewing, the child embodies ideas that have signifi- 
cance for him. Purposeful construction should satisfy during the first 
few weeks but later opportunity for judging good and bad results 
should be given from time to time in the conversation lessons or at 
other times when the group is assembled. Efi^ort to carry out sugges- 
tions given should follow until gradually an ability to estimate form 
and see horizontal and vertical relations results. 

IV. Design and color 

1. Design : 

Repetition of simple unit in borders or surface patterns as: 
Window curtains for playhouse, or kindergarten windows, 

or book shelves ; 
Room decorations for Hallowe'en or Christmas or Valentine 

parties ; 
Christmas or Easter cards or invitations to school parties; 
Wall paper for doll house or all over patterns for paper 
doll dresses; 



70 — 




71 




PLATE IX. 
Fig. 17. — Housebuilding Project — IB Grade. 

Decorating doilies, paper plates, table runners, May baskets, 

Jack-o '-lanterns. 
Spacing and Proportion : 

In mounting drawings or cut-outs in farm booklet or 

Mother Goose Story-book ; 
Making posters for health work ; or safety first ; or grocery 

store sales. 

2. Color: 

Observation of colors of rainbow, or glass prism; 

Reading or listening to rainbow stories — Iris; The Pot of 
Gold; Bifrost. 
Recognition of red, orange, yellow, green, blue, violet through : 
Collecting samples of colored paper ribbon, leaves, flowers, 

seed pods, or small gourds; 
Separating these into color groups; 

Matching colors — stringing beads; grouping colored splints 
on peg board; 



— 72 — 

COURSE OF STUDY IN FINE AND INDUSTRIAL ARTS 
KINDERGARTEN AND FIRST GRADE 

Filling in gradations in color — from red to yellow, or from 

green to violet; 
Arranging flowers for vases in pleasing color harmony. 

Coloring given areas with crayons or paints; 

Making flat washes to be used as background for cut-out 
pictures ; 

Coloring articles modeled from clay or other plastic materials ; 

Painting with fresco or enamel paints — tin boxes, cans, 
baskets that may be used as containers for spices, con- 
fections, or cookies. 

Note — "The appreciation of beautiful color grows by repeated exer- 
cise a,nd discrimination." — The aim should be to give opportunity for 
choice as to size, arrangement and color as a beginning in developing 
appreciation of color, line, and mass harmony. 

COURSE OF STUDY IN FINE AND INDUSTRIAL ARTS 
SECOND AND THIRD GRADES 

I. Narrative or story-telling drawing 

(See Kindergarten-First Grade Course.) 
1. Continued Use of Object Forms Learned in Previous Grades 
. and Application of New Forms as Needed for Free Expres- 
sion of: 

(a) Familiar phases of local community life such as: 
Gathering oranges for the Christmas market ; 
The arrival of the Ashing fleet in the bay ; 
Floating logs down stream to the mill ; 
Cutting hay on the mountain side ; 
Scenes at tlie Rose Fete, Blassom Festival, or Raisin 

Day ; 
Camping in the arroya and fishing in mountain stream ; 
Watching the circus parade; 

The mining prospector with pack, pick, pan, and mule ; 
Picking cotton in the Imperial Valley ; 
Driving the cattle to the open mountain ranges; 
Shearing sheep in springtime ; 
Low flying airship protecting rice fields from flock of 

wild ducks. 
(b) Ideas gained from reading, class discussion, pictures, 

objects, travel, or residence in other communities 

that are related to such topics as: 
Raising silk cocoons in Japan ; 
Home in tlie jungles of the rubber belt; 



73 — 




— 74 




— 75 — 

COURSE OF STUDY IN FINE AND INDUSTRIAL ARTS 
SECOND AND THIRD GRADES 

Study of problems of shelter — sketches of homes in 
Holland, Switzerland, Arabia. 
(c) Activities relating to health or safety first as: 

Planning house interiors showing appropriate fur- 
nishings : 

Bedroom with windows made to open ; 
Bathroom equipped with soap, towels, and tooth 
brushes ; 
Out-door plays — swings, ball game, jumping rope ; 
Traffic officer directing children crossing streets; 
Children drinking milk ; or water from bubbling 
fountain. 
(d) Dramatic ideas gained from literature and general read- 
ings as: 
Robinson Crusoe's first home on the island; 
Aesop's Fables— the "Crow and the Pitcher," "Wolf 

and Sheep"; 
Home of Lodrix the Lake Dweller; 
A day with the French twins ; 
The adventures of a Brownie. 

2. Class Discussion of Results and Intensive Study of Forms Old 
and New as These are Needed in Developing a Graphic 
Vocabulary : 

(a) Graphic vocabulary may include forms of: 

Animals, as horse, cow, sheep, goat, mule, birds ; 
Plants, as palm, orange, apricot trees; 
Constructed objects, as camping tent, log raft, house, 
boat, autos. 

(b) Intensive study of graphic vocabulary: 

Class discussion of good and poor drawings ; 
Observation of real objects or models to see wherein 

drawings can be made more truthful ; 
Repeated practice in drawing same form following 

helpful suggestions for improvement until skill in 

reproducing form is attained ; 
Cutting out pictures of objects or forms from old 

magazines, catalogs, or from hectograph outlines; 



76 — 




Fig. 2 0. 



-Free Hand Paper Tearing 
Second Grade- 



PL ATE XL 

Used in Illustrating Bedouin Shepherd Life — 
-Berkeley Public Schools. 



Free hand paper cutting, modeling, or constructing 
objects ; 

(Scroll saw and thin wall board effective for cut- 
out animal forms.) 

Note — The emphasis throughout should be upon developing facility 
and willingness to express ideas freely. The child gains confirlence as 
his command of a graphic vocabulary enlarges his power to express his 
ideas more adequately. A few carefully selected forms that recur 
frequently in his illustrative drawing should be well learned. These 
are to narrative drawing what correct language forms are to compo- 
sition — tools for correctness of expression. 



— 11 — 

COURSE OF STUDY IN FINE AND INDUSTRIAL ARTS 
SECOND AND THIRD GRADES 

II. Representation — with chalk, colored oil crayons, water color, 
pencil, free hand paper cutting or modeling of: 

1. Primitive Shelters: 

Cave and cliff dwellings, igloo, huts, log cabins. 

2. Modern Shelters: 

Bungalows, cottages, the chalets (as adapted in California), 
apartment houses, schools, cliurches. 

Note — Careful and detailed study of shelter forms beginning 
possibly with the wigwam form learned in previous grades, and gradu- 
ally progressing to more difficult ones such as the hut of the shepherd 
or cattle herder, the lean-to shelter of the early miner, or the log cabin 
of the pioneer. As skill and technique are gained the more complex 
problem of representing modern houses and buildings can be attempted. 
In this connection a study of houses and pictures to note placing of 
doors and windows, the joining of chimney lines to roof lines, the pro- 
portion of width, height, and length give to the child the data and 
definite knowledge that are essential for liuilding up a graphic vocabu- 
lary for illustrative purposes. 

3. Dressed Figures in Action : 

Use stick figure first (see Kindergarten-First Grade Course) ; 
Study proportion of figure — make back and limbs of same 

length, waist about one-half length of back ; 
Study length of feet — about one-half distance from knee to 

heel ; 
Dress figures in clothes of simplest type : 

Long skirts of Pilgrim mothers, or night robes ; 

Long trousers of postman, policeman, sailor. 

4. Birds and Animals : 

Sparrow, meadow lark, cat bird, woodpecker; 
Cow, horse, sheep, goat; 

Animals of cold and hot countries — walrus, polar bear, ele- 
phant, camels. 

5. Plants, Vegetables, Fruits, Flowers, Leaves, Trees : 

(See Nature Study Course.) 

Note — Motive for much of the intensive study of objects arises out 
of the immediate need for more data in order to make more adequate 
the free illustrative story telling drawings. These data may be sought 
in pictures, in class discussion of drawings, in close observation of the 
objects, models of them, or other means that may give clearer 
perceptions. 



— 78 — 

COURSE OF STUDY IN FINE AND INDUSTRIAL ARTS 
SECOND AND THIRD GRADES 

(). Landscape in Colored Oil Crayons, Pencil, or Paper Cutting : 
Simple compositions using elements learned in graphic 

vocabulary : 
A desert scene showing long trail of nomadic Indians with 

pack horses ; 
A lonely desert railway station with waiting vehicles and 

few passengers; 
Arctic landscape with Eskimo and his dog beside an igloo ; 
Robinson Crusoe with his goat and parrot, working near 

his island home or looking seaward for a sail; 
A California chalet and orchard in the foothills of the 

Sierras ; 
A beach bungalow shaded by palm or pine trees at the foot 

of a long line of sea cliffs. 

Note — The landscape study should be constantly related to the new 
and old elements learned and appropriate settings for these should be 
worked out. The placing of the sky line, the trees, or house in the fore- 
ground, and the hill, mountain, or sea in the distance should be dis- 
cussed and conclusions as to pleasing composition reached. Cut-outs 
of units to be included in the landscape may be placed on a large sheet 
of paper and moved into different positions until a pleasing composition 
is discovered. Pictures from books or old magazines effectively 
mounted help to show balance and arrangement in composition. 

III. Construction 

1. Sand Table Construction Illu.strative of Topics in Home and 

Community Life Course as : 
Cattle ranges in the highlands : 

Showing ranch house, corral, wells, horse barns, and cabins 

for cowboys. 
Life among the Navajo Indians — the shepherds, the spinners, 

the dyers, the blanket and basket weavers, the pottery 

and jewelry workers ; 
The coming of the missionaries and Spaniards to California — 

missions, industries brought by newcomers, the hacienda 

of the Spanish cavalier. 

2. Building From Wall Board or Cardboard : 

Houses, furniture, wagons, autos, bird houses; 

Stage settings for puppet shows, simple dramatizations, or 

sand table projects ; 
Toy animals — scroll saw may be used and enamel paints of 

suitable colors added; 



79 





Fig. 22. — DrtssfJ Figure Illustrating Health Topics — Second Grade — Oakland 

Public Schools. 

Boats and bridges as needed in study of transportation : 
Foot bridges across mountain canyons and streams; 
Arched road or railway bridges ; 
Canoe, skiff, sail-boats, ships. 

3. Modeling in Clay, Adobe or Other Plastic Materials: 

Tea kettle tiles, bowls, vases, candlesticks for playhouse, home, 
or for special gifts. 

4. Book Making and Repairing: 

Portfolios or envelopes for drawings, clippings, pictures, 

stories, or loose-leaf reading lessons ; 
Booklets for spelling words, savings-bank account, health 

posters, special topics — "Shepherd Life," "The Days of 

'49;" 
Repairing backs of books with linen tape, stiff cardboard or 

paper. 



81 




6—21962 



— 82 — 

PLATE XIII. 










Fir,. _• 1, — I'l, 



'f-L>nKr in the Sunshine — Tliird Grade — OakUiiid Public Schools. 



5. Textiles: 

AVeaving from grasses, palm splints, pine needles, or other 
native material : 

Hand bags and baskets of different sizes and shapes, 
whisk broom holders, hot plate mats, or iron holders, 
small rugs for playhouse or bath rugs (made by sewing 
several small ones together). 

Knitting or crocheting scarfs, doll sweaters, caps; 
Dressing clothes pin, bottle or other dolls for sand table 
projects; 



— 83 — 

PLATK XIII. 




Fig. 25. — Put Out Your Camiiflre When You Break Camp — Third Grade — Oakland 

Public Scliools. 

]\Iakiug simple costumes for plays or special holidays; or 

cambric aprons for cooking or clay work; 
Cross stiteli work upon cheeked or plain textiles. 

IV. Design and lettering 

"If a child arranges a few units in a border or places a little 
picture on a page, he is nsing a rudimentary appreciation or 
judgment as to rhytlim and fitness that lays the foundation for 
future expression."* 

1. Design — in repetition of units in borders, or surface pattern 
arrangement as applied to ba.skets, boxes, vases, candle- 
sticks, bowls, tiles. 

Booklet covers, envelopes, portfolios, paper plates; 

Cross stitch designs upon textiles — luncheon sets, doilies, table 
runners, collars and cuffs; 

Block stenciling or printing upon textiles or paper. 



*A. Dow : Theory and Practice of Teaching Art, p. 65. 



84 





Fig. 27. — Paper Cutout in Composition Study — Second Grade — Berlceley Public 

Schools. 




Pig. 28. — Paper Cutout in Form Study of Birds— Third Grade— Berkeley Public 

Schools. 



- 86 — 

COURSE OF STUDY IN FINE AND INDUSTRIAL ARTS 
SECOND AND THIRD GRADES 

2. Lettering — in filling given spaces on title page or book cover 
with single word or group of words; 

Single line capital letters drawn free hand should be 
made. 

Note — Cut-out shapes that can be readily shifted about over the 
given surface aid the child to note the different space arrangements 
and to judge which are the most pleasing. 

V. Color 

''Color is one of the three passwords to the world beautiful. 

The second is Form and the third Arrangement." — Henry 
Turner Bailey. 

Appreciation of pleasing color combinations in spring or autumn 

flowers ; 
Color harmony in selecting furnishing for doll house or costumes 

for plays or dresses for dolls ; 
Selecting the subdued or middle colors in nature and common 
objects ; 

Predominance of these over gaudy brilliant colors. 
Mixing colors to use as stencil dyes — experimenting until desired 

hue is found; 
Painting with fresco or enamel paint : 
Toy wooden animals ; 

Stencil designs upon sanitas or oil cloth for luncheon sets ; 
Cans, boxes, and other containers for pantry or kitchen 

supplies ; 
Labels for these may be stenciled on if desired. 

Note — In the study of color the aim should be recognition of the 
different hues, appreciation of pleasing color combinations, and the 
development of skill in effective application of these to practical prob- 
lems. These principles should be reflected in the choice of color com- 
binations in costumes and home furnishings. 



— 87 — 



PLATE XIV. 




Fig. 29. — Cutout Figure in Study of Composition — Third Grade — Berlceley Public 

Scliools. 



COURSE OF STUDY IN NUMBER 



- 91 



COURSE OF STUDY IN NUMBER 

I. INTRODUCTION: 

"Number is the tool whereby modern society in its vast and intricate 
processes of exchange introduces system, balance and economy in those 
relations upon which our daily life depends."* Number performs the 
same function for the primary child as it does for modern society with 
this difference — the child uses it only in its simplest forms to satisfy 
his daily needs which are proportionately much less complicated than 
those of modern society. 

What are the needs of the kindergarten-primary child for number? 
Watch him at work or at play. His games call for comparisons, 
measuring, counting, keeping score, adding to and taking from. He 
plays store, street car, plans the cost of gifts or a school party, 
measures for a school garden. 

In such experiences, number as number is not singled out by the child 
from the social situation in which it functions. It is all a part of the 
whole joyous experience of life. Later when he reaches the first and 
second grades, these number facts that have been met over and over 
again are singled out more or less consciously and are seen as facts in 
the same sense that table, chair, boy, girl were similarly singled out in 
nursery days. Psychologists tell us that the mind itself, after meeting 
many situations in which the same element has appeared under varying 
conditions, singles out this common element. Therefore, it is only after 
the child has repeatedly met the same number relations and has realized 
the convenience of skill in the automatic use of them is he ready to 
single them out and memorize them. 

In this early stage, the novelty of a new number fact learned prompts 
the desire to put it to many uses. When the foot ruler becomes a 
prized possession, the child measures everything in sight — the teacher, 
companions, the desk, the floor, the blackboard. So, too, when count- 
ing by tens or fives or twos has first been grasped, all games are given 
these "counts" in scoring. 

The method of study is quite as important as the subject matter 
itself. The setting for number in the kindergarten and primary 
grades may be provided in a large measure by activities and interests 
included in the Home and Community Life course. As each new situ- 
ation evolves, the child should be given a chance to experiment, sug- 
gest, test out ways and means until the problem is solved. A certain 
first grade group playing store discovers that the sales were excessively 
slow because few knew how to make change for fifty cents. Finally, 

•Dewey and McClellan — The Psychology of Number. 



— 92 - 

the class concluded to shut up the shop and practice making change 
until all could do it " easy enough to have fun. ' ' 

"With this view of the child's number needs in mind, this course has 
been planned to " (1) build up a body of mathematical imagery that is 
comparable to the body of language imagery acquired before the formal 
study of reading is begun; (2) to make clear simple quantitative rela- 
tions as the child meets them; (3) to awaken an appreciation of the 
value and need of units of measure for length, weight, time and cost; 
(4) to secure a grasp of the essential number facts needed by the child 
for his specific purposes; (5) to give social insight into the quantitative 
side of community life."* 

By the latter half of the second and in the third grades, the need for 
number increases. Furthermore, he has become sufficiently conscious 
of number as it functions in achieving his purposes to realize the need 
for greater mastery of number as a tool. In these grades, more atten- 
tion may be focused upon the mastery of the facts and processes. As 
the child is gaining the mastery of the more formal elements in number, 
appeal must constantly be made to socially motivate activities that help 
him read meaning into number. If this is not done it will be difficult 
for him to read meaning out of number. Such activities as the follow- 
ing may serve this purpose in the third grade : 

1. Keeping personal expense accounts of : 

Cost of school supplies ; 
Cost of clothing for school year ; 
Cost of vacation trips. 
(See Thrift and Industry in Home and Community Life 
Course.) 

2. Having a sale for: 

Candy, valentines, Christmas and Easter cards; 
Outgrown toys, books, clothing, athletic goods. 

3. Opening and conducting a savings bank. 

4. Salvaging papers, magazines, over-shoes, bottles. 

5. Having a sale of paper ribbon. 

Use of fractions—^, i, i, ^, -}., f , f. 

6. Conducting a home or school garden fair : 

Measurements of space, boxes and other containers ; 
Sale of garden products. 

(See Nature Study in Home and Community Life Course.) 

7. Scoring games in: 

Class room, playground, home. 



*K. McLaughlin and E. Troxell — Number Projects for Primary Grades. — (in press) 



— 93 — 

8. Using farm interests : 

Recording number of eggs gathered per week or month — price 

per dozen ; net profit. 
Keeping aecoimt of weight of pig or calf. 
Recording number of chickens, ducks, or turkeys hatched and 

number raised. 

II. SUGGESTIONS FOR USE OF THE STATE TEXTBOOK. 

The state text in arithmetic aims to provide for the number needs of 
the child. It is essential, therefore, that it be studied carefully. Such 
study will emphaize the fact that the arrangement of subject matter 
follows the learner's needs. The aims, principles, methods of pro- 
cedure, activities, and content as outlined in the preface of Book I, in 
the notes following it, and in the table of contents should be carefully 
studied. "New Methods in Arithmetic" and "The Psychology of 
Arithmetic" by Thorndike will give additional valuable help. A few 
important quotations from these books and from Book I, State Series, 
are here listed : 

Expanding the text 

The author of the textbook urges teachers to "follow its organization 
of arithmetical learning, adding other exercises of the same sorts to 
supplement it and using the daily life of the pupils as a source of 
problems but not omitting sections or introducing new principles." 

"It should be observed that the games, activities, and topics upon 
which the exercises and problems are based permit framing many addi- 
tional exercises and problems of the same types as those in the text." 

These may be framed either by the children or by the teacher. 

Book I, pages 9, 23, 30, 42, 60, etc., may be changed to fit the situation 
at hand. Use toys, books, etc., in place of the articles suggested. Have 
actual stores. (See activities listed.) 

Speed tests and drill exercises 

The following speed tests and drill exercises will furnish practically 
all the necessary drills. Use these instead of additional blackboard 
exercises. 

SPEED TESTS. (Time standard given.) 

Book I— Pages 8, 23. 25, 48, 53, 57, 77, 78, 88, 90. 

Individual records should be kept. A form similar to the following may be 
used: 



94 



INDIVIDUAL RECORD 



Date 

2/5 
2/19 
2/15 
2/25 



25 

25 
48 
48 



Section 
42 
42 
59 
59 



Attempts 
19 
30 
25 
29 



Right Time 

16 1 min. 

23 1 min. 
15 1 min. 

24 1 min. 



Tes ed by 
R. T. 
Self 
L. T. M. 
F. M. S. 



Oral 

Written 

Written 
Written 
Oral 
Oral 



DRILL EXERCISES. 

Book I— Pag-es 12, 13, 28, 29, 33, 35, 37, 53, 58, 59, 63, 69, 79, 80, 85, 87, 89, 92, 
96, 99, 100, 113, 120, 121, 122, 124. 

Development of processes with integers, Book I 
Addition : 

Pages 2, 8, 21, 26, 40. 
Subtraction : 

Pages 9, 11, 12, 24, 26, 44. 
Multiplication : 

Pages 17, 51, 53, 61, 67, 68, 70. 
Division : 

Pages 61, 78, 84, 91. 

Proofs and checks 

"Instead of being taught merely to do the computation, he is taught 
a means of cheeking his work so that he can be sure of 100 per cent 
accuracy if he desires. Time spent in such checking is in no degree 
wasted. ' ' 

"He can compare his present achievement with his achievement of 
a week, or month, or year ago." 
Subtraction : 

Pages 45, 48. 
Multiplication : 
Pages 67, 71. 
Division : 
Page 84. 

Time saving — Book I, page 124 

Dr. Thorndike calls attention to the fact that the eye-strain involved 
in copying the numbers which are to be added, subtracted, or multi- 
plied is many times greater than the strain from reading. If a pupil 
has too much of it to do the monotonous task tends to make him lapse 
into error occasionally even if he is faithfully doing his best. Then a 
task that was right arithmetically is scored wrong and he is dis- 
heartened. For many pupils in the elementary school, the time 
required to copy the numbers is more than the time required to do the 
arithmetical work itself. The purely clerical work of copying is 
destructive of the joy in thinking. 



— 95 — 

"Tlie pupils do only so much copying of numbers as is desirable to 
train them in ease and accuracy of copying, and proper formation and 
arrangement of numliers. iMore than that is likely to involve waste." 

Use of the Equation — Book I, pages 16, 17, 34, 50 

'"The E({uation form is the simplest and clearest way to state a 
quantitative prol)lem. It is one of the best ways to retain arithmetical 
facts in the memory. It prepares the pupil to understand formulae 
and equations of all sorts. It is a model for brief, clear, decisive 
thinking." 

Special drills — Book I 
Addition — Pages 35, 79. 
Multiplication— Pages 80, 92. 
Division — Pages 90. 

Eliminations 

Large Numbers: "Much more than nine-tenths of the arithmetical 
calculations of the real world are with numbers under a hundred, so 
the newer methods emphasize facility and absolute accuracy with small 
numbers." 

Roman Xumerals above XXX — See page 102, Book I. 

Analysis: "Only rarely should the pupil be directed to state what he 
intends to do before doing it, or why he did a certain thing after 
doing it." 

Points to be noted especially 

Learning MuUiplic^tion Tables in Irregular Order: Note — "It seems 
probable that the early learning of the multiplication facts in a tabular 
form is undesirable. If they never are learned in series, the pupil will 
not be tempted to resort to memory of the series when he needs one fact 
from it. Of course, the pupil should be aware of the system and if he 
does not remember a required fact, should be able to derive it." See 
Book I, pages 19, 62, 69, 71, 73, 83, 93, etc. 

Undue use of crutches: "Other things being equal, form no habits 
that will have to be broken." 

Adding and subtracting by reference to some familiar combination 
(as in 9 plus 7 equals 16, by saying "10 plus 7 is 17 ; 9 is 1 less than 
10, so 9 plus 7 equals 16"; or 11 minus 5 equals 6, by saying "10 minus 
5 would be 5, 11 is 1 more than 10, so 11 minus 5 equals 6") may be 
called intelligent waste of time. 



— 96 — 

"Using — or X as a sign of what you are to do in computations 
like 596 on the blackboard and in books, and teaching the child to write 

214 
— or X iu bis own computations, are popular practices with teachers, 
but seem surely inadvisable. It seems much better to write at the head 
of the page, row or column. 'Find the sums,' or 'Find the differ- 
ences,' or 'Find the products,' than to attach a sign to each pair of 
numbers. It seems much better for the pupil to think what he is to 
do as he would in ordinary life. For, other things being equal, habit 
should be formed in the way in which it is to be used, presenting the 
situation as life will present it, and requiring the response which life 
will require." 

COURSE OF STUDY IN NUMBER 
KINDERGARTEN 

Through such play situations as building a grocery store, playing 
house, or making a farm in the sand table, acquaintance with the follow- 
ing significant facts is made : 

I. Counting 

B}^ ones to ten as : 

Counting absent children; 

Counting colored wooden beads strung ; 

Counting children for a game ; 

Counting chairs for group ; 

Counting blocks for side of house being built ; 

Counting egg shells used for gardens. 

(See Home and Community Life Course.) 
By twos to ten or more as: 

Counting Avheels needed for wagon — two on each side ; 

Counting colored pegs in peg board as two reds, two blues; 

Counting in pairs for marching, or for games. 
Separating a large group into smaller ones of three, four, or five as : 

Planting seeds in three out of five flower pots; 

Playing house with three children ; 

Giving away three cookies out of five ; 

Placing four chairs at work table ; 

Separating a bowl of pansies into bouquets of four or five. 

II. Measurement of quajitity 

More, less — 

In counting toy pennies ; 

In noting varying sizes of chairs ; 

In comparing balls and marbles. 



— 97 — 

COURSE OF STUDY IN NUMBER 
KINDERGARTEN 

Length — 

Seeing long and short side of kindergarten tal)le ; 

Using shoi't or long side of paper ; 

Buildino' house four blocks long and two wide ; 

Taking long way across school ground and short way. 
Width- 
Cutting narrow and wide strips of paper ; 

Selecting narrow ribbon for tying up Christmas presents; 

Wearing wide ribbons for sashes or hair braids. 
Time — 

Playing with toy clock face ; 

Noting time "school" begins; 

Noting mid-morning lunch time. 
Calendar — 

Days of week — Sunday, ]\londay, Friday, Saturday. 
Fractions — halves. 

In using half sheet of paper or cardboard ; 

In dividing the blocks for building between two groups of 
children ; 

In serving one-half bottle of milk to each child. 

III. Comparison of forms 
Indefinite — round, flat : 

Handling balls, marbles, beads, blocks. 
Definite — square, oblong, circle as used in : 

Making invitation cards to Hallowe'en, Christmas or Valentine 
party ; 

Using scpiare peg board ; 

Mounting drawings for booklet ; 

Playing with building blocks; 

Cutting out circles for toy money or wheels for wagon. 

COURSE OF STUDY IN NUMBER 
FIRST GRADE 

As in the kindergarten, the number facts listed below are learned in 
such plays as storekeeping, counting out games, score keeping, postal 
savings bank, and various constructive activities growing out of the 
study of home and community life. The using of number facts in 
situations that give them meaning should be the aim and not formal 
drill and mere memorization. 

7—21962 



— 98 — 

COURSE OF STUDY IN NUMBER 
FIRST GRADE 

I. Counting 

By ones to 50 as : 

Counting books or sheets of paper needed for class ; 

Counting children present — number boys, number girls; 

Counting chairs needed for reading group ; 

Counting boxes for materials at work tables; 

Counting rows in school garden ; 

Counting plants in radish bed. 
By tens to 50 as : 

Counting toy dimes spent in ten-cent store; 

Counting out splints into bundles of tens ; 

Counting out games; 

Dividing class for group games on playground ; 

Selling Sunday newspapers. 
By fives to 50 as : 

Using toy clock face to tell time; 

Playing street car with toy money. 
Combinations of numbers whose sum is less than 10 as in : 

Playing dominoes; 

Making change for dime. 

II. Comparisons of sizes and forms 

Larger, largest as : 

In putting away material into receptacles according to size; 

In sorting books on the reading table; 

In arranging exhibit of garden products; 
Smaller, smallest as : 

In comparing fruits and vegetables modeled from clay; 

In selecting different sized paper. 
Taller, tallest as : 

In assigning top row of cloak room hooks to tallest children ; 

In noting height of different trees or houses. 

Longer, longest as : 

In comparing one-inch l)lock, foot ruler, and yard stick; 
In making Indian or Pilgrim costumes for dift'erent sized 
ciiildren. 
Wider, widest as: 

In selecting material from pieces of different widths for cooking 

or clay aprons ; 
In using paper of different widths. 



— 90 — 

COURSE OF STUDY IN NUMBER 
FIRST GRADE 

Half full, full as : 

In measuring cups of milk for cocoa ; 
In filling sprinkler for watering flowers; 
In packing away material into boxes. 

Square, circle as: 

In making Christmas cards, valentines, or Easter greetings; 
In making with circle marker tepees for Indian village; 
In cutting i)aper or oil cloth for doilies. 

Triangle, cube as : 

In building three-cornered galjle for house ; 
In making furniture for doll house; 
In constructing boxes and toys. 

III. Measurement 

Inch, foot, yard as : 

In measuring height of child for growth records; 

In marking oft' distances for goals in running or jumping 
games. 
Pint, quart as: 

In playing store ; 

In counting pints of milk for mid-morning lunch. 
Dozen, half dozen as : 

In class accounting — dozen pencils or crayons used; 

In selling eggs or cookies in play store. 
Penny, nickel, dime as: 

Buying stamps, papers, pencils ; 

Depositing money in school savings account. 
Hour, minute as : 

L Telling time for noon dismissal; 
Counting hours of sleep xbetween eiglit p.m. and 7 a.m. 
Fractions — one-half, one-fourth as : 
In dividing paper for drawing or construction; 
In measuring for placing a design on box or booklet or window 
curtains. 

IV. Reading and writing- numbers 

Finding page in reader; 

Telling time ; 

Reading date on calendar ; 

Reading telephone or house numbers. 



— 100 - 

COURSE OF STUDY IN NUMBER 
SECOND GRADE 

State Text, Book I, pages 1-35 (for teacher only). 

The slow and definite conception of number is a matter of very- 
gradual growth that should come as a result of the activities of the 
child. Opportunities for gaining new number concepts and clarifying 
hazy ones occur in many situations in the day's work such as garden- 
ing, weighing, measuring and recording the child's growth; dramatiza- 
tion and construction projects related to the study of community life. 
In the latter part of the grade short, snappy drills (races, games, con- 
tests) for accuracy and speed should be given when needed. 

I. Counting 

(See state textbook, pages 1, 7.) 

By ones to 100 ; 

By twos, beginning 2, 4, 6, to 100 or beyond if need arises; 

By twos, beginning 1, 3, 5, etc. 

II. Reading- and writing 

Numbers to 100 or beyond as need arises in reading : 
Pages of books ; 

Telephone and house numbers; 
Dates as February 12, 1923. 

III. Number combinations and processes 

Addition : 

The meaning of numbers to 100 ; 

Adding two-place numbers without "adding in";* 

Treatment of zero in adding; 

Addition combinations — Book I, pages 1-35. 
Subtraction : 

Subtraction of two-place numbers without "taking from";t 

State textbook, page 26. 
Multiplication : 

By twos in very simple uses : 

(Formal midtiplication table in regular order not taught at this 
time.) 

IV. Measurement 

Inch, foot, yard ; . M 

Pint, quart, glass; f 

Penny (cent), nickel (five-cent piece), dime (ten-cent piece), 

quarter (twenty -five-cent piece), half dollar (fifty cents), 

dollar ; 



* Carrying. 
tBorrowing. 






— 101 — 

COURSE OF STUDY IN NUMBER 
SECOND GRADE 

Fractious: 

4, i of even numbers to 12. 

Dozen. 

V. Vocabulary 

( ISee Measurement. ) 

Add (+, plus) ; 

Subtract ( — , minus) ; 

Equal (=:) ; 

Zero (0, not any) ; 

Circle; 

Sphere ; 

Four 2's; 

Three 3's; 

Score. 

VI. Problems 

Many real problems that the child needs and wishes to solve as the 
result of his daily experiences. 



COURSE OF STUDY IN NUMBER 
THIRD GRADE 

t State text, Book I, pages 1-125. 

While this grade introduces the study of the state text, the work 
should receive much social content from the study of community activi- 
ties related to the problems of shelter, transportation, and pioneer life. 
(See Home and Community Life Course.) At this level of the child's 
experience more need for drill becomes increasingly evident; but mere 
drill unrelated to anything but number facts will not suffice. See Book 
I, State text, pages 8, 23, 25, 48, 53, 77, 78, 88, 90. State text. Book I, 
pages 35-125. Follow method and order of presentation in Book I. 
Conditions of presentation shouhl he such as to express the needs of the 
children. 

I. Reading and writing numbers 
Four i)lace numbers ; 
Roman numerals to XXX or farther if any need to know them 

arises ; 
United States monev in dollars and cents. 



— 102 — 

COURSE OF STUDY IN NUMBER 
THIRD GRADE 

II. Number combinations and processes 

Addition : 

All addition combinations; 

Addition of numbers whose sums amount to three place figures; 

Addition with ' ' adding in ; ' '* 

Addition of United States money; 

Check answers. 
Subtraction : 

Subtraction in complete form; 

(See state textbook, Book I, page 14-i.) 

Subtraction of three place figures. 
Multiplication and Division : 

Multiples as presented and developed : pages 17-125 ; 

Multiplying by 10 and by 100 ; 

Two place and three place figures as multiplicands, one figure 
multipliers ; 

Zero in the multiplicand; 

Multiplication with "adding in;"* 
Division : 

Division of three place figures with remainders, divisor not more 
than one figure. 

III. Measurement 

(See Course for First and Second Grades.) 
Review and continue use of all measurements previously learned ; 
Square inches, scpiare feet and square yards; 
Gallons ; 

Hundred weight; 
Tons; 

Seconds, minutes, hours; 
Temperature — reading thermometer ; 
Fractions — use of |, J, I, ^, and i. 

♦"Carrying." 



— 103 — 

COURSE OF STUDY IN NUMBER 
THIRD GRADE 

IV. Vocabulary 

Meaning of $; decimal point in United States money; 

Meaning of lb. ; gal. ; yd. ; ft. ; pt. ; qt. ; doz. ; 

Snm, addition ; 

Multiply, multiplier, nndtiplieand, product ; 

Difference, remainder; 

Divide, divisor, dividend, quotient; 

Rectangle ; area ; 

Roman numerals; 

Arabic or Hindu numerals. 

V. Problems or activities 

Based on real experiences of children, e.g., clock problems, keeping 
store, Christmas presents, saving, contests, drawing plans for 
garden, the thermometer, and others of similar nature suggested 
bv the children or bv the teacher. 



COURSE OF STUDY 

IN 

LANGUAGE ARTS 



107 



COURSE IN LANGUAGE ARTS 
KINDERGARTEN 

Laiitiuage is the cominon medium of expressing ideas. Its purposes 
in the curriculum, therefore, should be training for clear, spontaneous, 
and correct expression and training in listening to and interpreting the 
language of others. 

1. Language and composition 

Conversation in tlie kindergarten should relate itself to first hand 

experiences, such as : 
The family : pets, toys, games. 

The school : care of room, use and care of materials. 
Lunch period: best kinds of food, proper behavior at table. 
Personal habits : cleanliness, hours of sleep, open window for 

fresh air. 
Nature experiences : the harvest, winter rains, flowers, birds, 

sea life. 
Vocabulary of common things. 

2. Preparation for reading 

Attention to words such as the following may he given if the child 
has a real need for them; these should always be used in con- 
nection with the child's interests in the things which they 
represent : 

Traffic signs ; danger, exit, R. R. 

Child's own name, (hiys of the week. 

3. Literature 

Stories. 

Nursery rhymes. 
Poems. 
Dramatization. 

COURSE IN LANGUAGE ARTS 
FIRST GRADE 

1. Language and composition 

Conversation and free expression of child's first hand experiences. 
(See kindergarten course.) Discussion and organization of 
group experiences into short .sentences that may be written on 
the blackboard. Later these may be used for pre-primer reading 
lessons. 



— 108 — 

COURSE IN LANGUAGE ARTS 
FIRST GRADE 

Gross errors of class noted and correct forms established, such as: 

I did ; I have seen ; I saw ; It is he ; I have no ; I ate ; May I. 
Habits of clear enunciation and correct pronunciation should be 

begun. 
Vocabulary of common tilings should be enlarged. 

2. Reading- 

"Story telling, picture study, conversation, oral expression, correct 
speech habits are basic factors in preparation for reading." 

Pre-primer lessons using children's experiences and own vocabu- 
laries. (See Suggestive Reports from California Schools.) 

Simple literary selections embodying ideas related to these expe- 
riences :- poems, rhymes, song, stories. 

Reading books : Primers, First Readers, Supplementary Readers. 

Simple word study of few phonic elements. 

3. Literature 

Stories, poems, fables, folk tales, narrative and literary selection.'; 
relating to topics in stud}^ of community life ; nature study, etc. 
Dramatization. 

4. Writing 

Free blackboard writing, followed later by writing with crayola 
on large sheets of paper. (See F. N. Freeman: How to Teach 
Handwriting, In Press.) 

COURSE IN LANGUAGE ARTS 
SECOND GRADE 

1. Language and composition 

Oral, and a few short written accounts of children's activities in 

and out of school. Spontaneous and free expression of ideas in 

work of all subjects. 
Gross errors of class noted and correct forms established, such as : 

I did; I have seen; I saw; It is he; I have no; I ate; May I; 
You were; We were. 
Habits of clear enunciation and correct pronunciation should ])e 

continued. 
Capitals — Names of persons beginning sentence; letter I; days of 

week. 
Punctuation — Period at end of sentence; interrogation point. 



— 109 — 

COURSE IN LANGUAGE ARTS 
SECOND GRADE 

2. Reading 

Silent reading — We learn to read by reading. Abundance of easy 
but interesting stories related to life in other lands, to nature 
study, to thrift, to health ; as well as folk tales, fables, and fairy 
tales from literature. 

Oral reading — Following class study of more difficult selections 
from basal text. Sight reading, of audience situation type, 
stressing clear enunciation and correct pronunciation. Phonics 
needed in mastering new words. 

Texts: State text — First and Second readers, supplementary 
readers. 

3. Literature 

Stories, poems, folk tales, fairy tales, fables. Narratives related 
to topics or interests of group ; biographical stories related to 
national festivals and holidays, etc. 

4. Writing- 

Emphasis upon easy grasp of pen ; position ; fluency of sideward 
movement; letter forms. (See State Manual.) 

5. Spelling 

Vocabulary used in writing. TTse of standardized spelling lists. 
State text. 

COURSE IN LANGUAGE ARTS 
THIRD GRADE 

1. Language and composition 

Oral and written composition in relating personal experiences or 

interesting incidents or in retelling a story in clear connected 

manner, that shows connnand of good vocabulary and sentence 

sense. 

Spontaneous and free expression of ideas and opinions as these 

relate to all subjects. 

Gross errors of class noted and correct forms established, such as : 

I did; I have seen; I saw; It is he; I have no; I ate; May I; 

It is we or they ; It is for John and me ; I haven 't any ; Whom 

have you chosen? 

Habits of clear enunciation and correct pronunciation should be 

emphasized. 
Plural of most commonly used nouns. 



— 110 — 

COURSE IN LANGUAGE ARTS 
THIRD GRADE 

Capitals : Names of holidays, months, first line of poetry. 
Punctuation : Period after abbreviations, initials ; interrogation 

point. 
Letter writing : Simple soeial notes and letters as need for them 

arises. 

2. Reading 

Silent — Thought getting precedes thought giving. Rapid reading 
of easy selections for enjoyment or appreciation or for informa- 
tion and class discussion. Intensive study for specific purposes, 
as getting main thought of selection ; the sequence of ideas ; the 
answers to questions ; the meaning of difficult words or phrases. 

Oral reading — Interesting selections suited to oral reading follow- 
ing intensive study of selection. Sight reading of selections of 
second grade difficulty. 

State texts and supplementary readers dealing with varying broad- 
ening interests : travel ; history ; science ; biography. 

3. Literature 

Viking tales ; hero tales ; fairy tales. 

4. Writing 

Use pen; emphasize same characteristics as in Grade II. 
(See State Manual.) 

5. Spelling 

Vocabulary used in written work. Use of standardized lists 

(Ay res, Jones). 
State texts. 



COURSE OF STUDY IN 
PLAYS AND GAMES— PHYSICAL EDUCATION 



113 



PLAYS AND GAMES— PHYSICAL EDUCATION 

INTRODUCTION 

''Any system of education which leaves out of account the 'hungers' 
of the child, both physical and psychical, leaves also out of account his 
whole development. The play-hunger is but one of many * * * 
Some of these normal hungers are indicated in the analysis of children's 
play — hunger for exercise, for social appreciation, imitation, organiza- 
tion, sensation, rhythm, self-training, competition, cooperation, fun, 
intellectual activity, companionship."* 

Physical education in the school should take into account these 
hungers in providing a program of activities that help to satisfy them. 
I\rodern educators all acknowledge the importance of physical efficiency 
as a foremost educational objective. Provisions for developing physical 
efficiency should include health instruction, play activities, and 
training in social manners and morals. 

Health instruction 

In health instruction, while some subject matter may be learned, the 
main objective should be practice of health habits until they become 
automatic. Brushing teeth after meals, sleeping with open windows, 
eating proper foods, should be matters of every-day habits. The man- 
ner and time needed to inculcate these habits can not be planned 
specifically, for children vary greatly in different schools. Children in 
one school may come from homes where standards of cleanliness and 
sanitation in general are low. In another school the standards may 
be reversed. The problems t)f health instruction in these two schools 
would be very different. Furthermore individual differences in learn- 
ing capacity vary so greatly that the time, instruction, and attention 
to these matters necessary to establish the habit with one child may 
be insufficient for the same purpose with another. A further difficulty 
sliould be stated. Intensive concentration upon a few habits in each 
grade may lead to nagging or to neglect of other equally important 
habits. Even in such a simplfe matter as the daily inspection for clean 
hands, ears, and faces mentioned in grades one and two, care should be 
taken to avoid monotonous repetition or interest is lost and the point 
of diminishing returns is soon reached. It seems wisest, therefore, to 
recommend a general attack throughout the kindergarten-primary, 
grades that leads to an establishment as early as possible of all the 
fundamental health habits. Habits take time, much time to develop. 



*Estelle L. Appelton : A Comparative Study of the Play Activities of Adult Savages 
and Civilized Children, pp. 32, 26. 

8—21962 



— 114 — 

Those begun in the home and kindergarten may not function auto- 
matically before the third grade or even later. 

Whenever possible this health program would also include (1) 
measuring and weighing and (2) cooperation with the home, the school 
nurse, or school physician where such services are furnished. Care 
should be taken regarding weight and height of children to see that 
gain in weight is worked out as percentages of gain and not by some 
arbitrary standard. 

Manners and morals 

The teaching of manners and morals is of vital importance. Activi- 
ties in school, on the playground, and out of school have character and 
moral training values. For example the group should be held 
responsible for deciding that one member of the set has broken the 
rules of the game or made the points of the game. Much value comes 
from making a decision under emotional strain. Again participation 
in carefully supervised games gives opportunity for developing atti- 
tudes and habits of fair play, courtesy, and respect for each others 
rights. "Farm life offers an abundance of opportunity for physical 
activity and some of the major elements of the physical education 
program can be carried out and usually are through the routine 
chores and home work. Yet there is little social training or education 
given in this way, as these are mainly individual pursuits. Team work, 
loyalty, cooperation, the power to work together, these elements of good 
citizenship so often lacking among isolated country folk must be 
developed through group play and team games at school or through 
some community agency working with the school. The school is the 
natural center. It is our duty to try especially hard to bring to the 
rural communities through the children we train, an increased joy in 
play, a more general habit of recreation, a love of fair play, an ability 
to cooperate, a sense of loyalty and power to do team work while we are 
developing the individual qualities of alertness and muscle control and 
the physical benefits of increased organic health and power."* 

Play activities and the course of study , 

The state law requires in elementary schools 20 minutes of instruc- 
tion in physical training activities per day. This time must come 
within school hours and in addition to recesses or intermissions. 

The minimum time prescribed by law is comparatively small when 
measured against the time required by the child in big muscle activity 
to secure the desired physical and moral development. The required 
amount of activity can be obtained only by teaching activities in the 



♦Daniel Chase: School Revieiv, January, 1922, p. 66. 



— 115 — 

20 minutes instructional period that will he practiced by the child dur- 
ing recesses, neon periods, after school hours, on the school grounds, 
and elsewhere. Related activities, such as walking to and from school, 
doing chores at home, hiking, etc., should be encouraged as an 
additional means of securing for the child activity sufficient for 
development. 

Formal drills should not be given to children in the kindergarten and 
primarj^ grades. To secure developmental and postural results mimetic 
activities and vigorous action stories should be substituted. 

The activities introduced in the instructional period should embrace 
in the course of the year the various groups of activities listed below 
lor primary' grades. The specific activities to be stressed during the 
instructional periods should depend upon the natural interests of the 
children, the skill of the teacher and the facilities available. 

Division of the instructional period into several parts and distribu- 
tion of them throughout the day is unwise for the reason that it gives 
too short a period of activity to get physiological results and to 
thoroughly instruct in any activity. 

All activities should be conducted out of doors unless w^eather condi- 
tions make it impossible. During bad weather give vigorous mimetic 
activities, with windows open, and play such games as can be organized 
indoors. (See Bulletin No. 31, Physical Training Activities for Use in 
Small Rural Schools; "Indoor Program for Inclement Weather," 
page 10.) 

Periods when children are occupied in inactive pursuits should be 
alternated with periods recpiiring physical activity to counteract the 
hiinnful tendencies of sedentary school life. Occasional relief periods, 
consisting of one or two minutes of vigorous activity in a short game 
or a run, should be given. 

Teachers of one-room schools nuist of necessity resort to activities 
which require but few participants. Of this character may be found 
many active and joyous hunting or tag games and not a few singing 
'^aiues and folk dances. 

In the third grade a beginning in team games should be made. 

See Bulletin No. 31, "Physical Training Activities for Use in Small 
Rural Schools," California State Board of Education. 

See State Manual of Physical Education, Part IV, pages 53-59 or 
59-65, rhythmical activities; pages 71-75 or 78-82, hunting games. 

Supplement to State Manual of Physical Education, pages 5-14, 
action stories. 

For a list of minimum athletic supplies, fields, courts and apparatus 
needed to carrv out the California State Program of Physical Educa- 



— 116 — 




— 117 — 

tion see Bulletin No. 31, "Physical Training Activities for Use in Small 
Rural Schools," pages 11-14. 

Note — The Superintendent of Pul)lic Instruction has ruled that in 
elementary school districts supplies for the physical training activities 
may be purchased under Section 1620 of the Political Code (School 
Law). 

PLAYS AND GAMES— PHYSICAL EDUCATION 
KINDERGARTEN 

Play is essentially one of the largest factors in the development of 
the child. In the kindergarten emphasis should be upon big muscle 
activities and related factors which control the growth and development 
of the child. Related factors include behavior and habits influencing 
diet, sleep, rest, etc. (See State Manual, Part IV, p. 13 or 15.) 

I. Activities for muscular control, such as : 

Running, jumping, climbing, skipping, hopping, pushing, pulling, 
lifting, hanging, hauling, catching, throwing, tossing, striking, 
kicking. 

II. Hunting games, such as: 

Tag, Follow the Leader, Fox and Chicken, Stair Steps, ball and 
bean bag games. 

III. Rhythmic activities and singing games 

1. Stepping in Time : 

Walking, .skippino-, hopping, stepping in time, clapping and 
M'alking, clapping and skipping to rhythm. 

2. Singing and Social Games Played to Rhythm such as: 
, The Shoemaker, Looby Loo, Mulberry Bush. 

Note — A beginning of training in rhythmic movement may be made 
by using the already acquired activities as walking, skipping, clapping 
and variations of these as suggested by the group. At first the same 
simple rhythms should be repeated until they become somewhat familiar. 
Later more variety in the selections should be introduced. As motor 
control and coordination are gained several kinds of steps and skips 
may be combined as for example, four skips, two walking steps, and 
two hand claps with two walking steps. 

After listening several times to a selection the group should 
frequently be given opportunity to express in bodily movements the 
rhythm and form of the selection. Each will in his own way give a 



118 




— 119 — 

PLAYS AND GAMES— PHYSICAL EDUCATION 
KINDERGARTEN 

response to the music's appeal. This may be a slow walk and a bow as 
suggested by Mozart's Minuet, "Don Juan" or "Swiss Maid"; or a 
run and a whirl about as suggested by Koschat's AValtz, Opus 26, No. 1. 
The response should be spontaneous and no effort to conventionalize it 
should follow. 

Joyous free representation of activity that tells what is to be done 
should be used as a beginning for singing games. Children often learn 
the melody before the meaning of the words of the song is clearly 
understood. By discu-ssing the ideas involved in the song before 
teaching the w^ords this may be avoided as — "What does the shoemaker 
do?" (Pound, and wax the thread with zzz sound.) Show how 
happy he is at work by skipping along, etc. 

IV. Dramatic plays and activities 

1. Rhythmic Movements With Dramatic Elements such as : 

Tiptoeing like brownies, fairies, or gnomes; 
Stalking like bears, or galloping like horses ; 
Whirling like a top, or balancing like a see-saw ; 
Marching like soldiers to drum beat. 

2. Dramatic Plays from Stories or Social Activities : 

Three Bears; Three Billy Goats Gruff; Five Little Squirrels. 
Playing house, street car, or railroad train, or Indian. 

Note — These forms are valuable as spontaneous expression of interest 
in the ideas of a story or social activity. Occasionally a bit of 
costume — a quill stuck in the hair, or a cap with bells — stimulates the 
imagination and transforms a prosaic child into a dramatic Hiawatha 
or a Santa Glaus. Accompanying songs such as "See-Saw" (Neid- 
linger), or "This is the Way My Dolly Walks" (Crawford), may aid 
dramatic expression. Among little children between the ages of three 
and seven there is little differentiation between play and reality. 

V. Playground apparatus activities 

Playing in sand box, or digging cave in snow or adobe; 
Climbing ropes or pole; 
Sliding down "slides"; 

Swinging along and hanging from horizontal ladder or horizontal 
bar. (See State Manual, Part IV, pp. 179D or 189D.) 

VI. Posture training 

Posture training in the kindergarten should be given by incidental 
and frequent repetitions of correct position, but not by formal 
drills. (See Manual of Physical Education, p. 179D or 189D.) 



— 120 — 

PLAYS AND GAMES— PHYSICAL EDUCATION 
FIRST GRADE 

Again emphasis should be upon big muscle activities and related 
factors which control the growth and development of the child. 
Eelated factors include behavior and habits influencing diet, sleep, rest, 
etc. (See State Manual, Part IV, p. 13 or 15.) 

I. Hunting activities with a "tag" or "it" element 

Types that give an opportunity for free activity, but do not 
require any great degree of skill or endurance, e.g. skip tag, 
stoop tag, "Midnight," "Squirrel in Trees," "Bears and 
Cattle." 

Note — Vigorous activities in which the entire group takes part 
should be emphasized and used during the largest part of the instruc- 
tional period. Use the less vigorous activities or those requiring the 
participation of only two or three pupils at any one given time when 
the weather is very warm. 

II. Rhythmic activities and singing games 

1. Stepping in Time such as: 

Walking and skipping to rhythm; 

Clapping and walking to rhythm ; 

Skipping, clapping or hopping alternately to rhythm. 

Note — Begin with simple walking steps to music and gradually 
alternate these with hops or skips. Vary the rhythms as motor control 
and coordinations are gained. (See Kindergarten Course of Study.) 
Continue free spontaneous movements in response to rhj^thmic appeal 
of such selections as Schubert's Allegretto, "March Heroiques" Opus 
40, No. 3, or Cradle Song; or Grieg's "Morning Mood" or Leon- 
cavallo's "Gavotte" from Pagliacci. 

2. Singing and Social Games : 

These should be simple, wholesome games that call into use 
the large movements of the body, as : A Hunting We Will 
Go; The Muffin Man; How-Do-You-Do My Partner; Let 
the Feet Go Tramp ; Did You Ever See a Lassie ; Farmer 
in the Dell ; London Town ; Carrousel ; Skip With Me ; Jolly 
is the Miller. (See note — Kindergarten-Primary Course.) 

III. Dramatic plays and activities 

1. Activiti<'s With Rhythmic Elements: 
Walking and stalking like a bear ; 
Galloping and trotting like a horse; 
Waddling like a duck; 

Marching like soldiers with drum and flag; 
Whirling like a top, or with a partner sailing like a ship. 



— 121 — 

PLAYS AND GAMES— PHYSICAL EDUCATION 
FIRST GRADE 

2, Dramatic Plays Suggested by Social Activities or Stories: 

(a) Free expression that grows out of various experiences in 

and out of school, such as: Playing Indian, postman, 
street car, automobile. 

(b) Dramatization of stories heard or read or a pantomime 

of action. 

IV. Playground apparatus activities 

1. Self-testing activities of simple motor type, such as: 

Climbing, swinging, hanging, jumping, sliding. 

2. Stunts, such as: 

Somersaults, cart wheel, bird hop, bear walk, frog hop. 
(See Kindergarten Course.) 

V. Posture training 

Postural training in the first grade should be given by incidental 
and frequent repetitions of correct position. Do not use formal 
drills. (See IManual of Physical Education, p. 179D or 189D.) 

PLAYS AND GAMES— PHYSICAL EDUCATION 
SECOND GRADE 

Again emphasis should be upon big muscle activities and related 
factors which control the growth and development of the child. 
Related factors include behavior and habits influencing diet, sleep, rest, 
etc. (See State Manual, Part IV, p. 13 or 15.) 

I. Hunting activities with "tag" or "it" element 

As far as possible these games should include big muscle activity 
by all the children all the time. The following are suggestive : 
Fox and Geese; Cross Tag: My Sheep; Ball Tag; Wood Tag; 
Hand Tag ; Flowers and the Wind ; Bird Catcher ; Hound and 
Eabbit. 

Note — Organize the game in accordance with the rules of procedure. 
Until these latter are well understood it is helpful to "walk through" 
the game with a small group before attempting to play it with the large 
group. 

Discipline or character training should be secured from the realiza- 
tion on the part of the pupils of the necessity for rules for games and 
the need of obeying them. 



— 122 — 

PLAYS AND GAMES— PHYSICAL EDUCATION 
SECOND GRADE 

II. Rhythmic activities and singing- games 

1. Stepping in Time.: 

Combining several simple steps into a single unit as : 

The Stork; Stepping Horses; Wee Willie Winkie; The 
Motor Man. 

2. Singing and Social Games such as: 

Oats, Peas, Beans; Pop Goes the Weasel; Jolly is the Miller; 
How-Do-You-Do My Partner. 

(For more comprehensive list see State Manual, pp. 
53-71 or 59-71.) 

Note — A spontaneous joyous attitude should be cultivated by the 
teacher and transmitted to the pupils. "Activities should be simple, 
suitable for large numbers of children, should use large movements of 
the body, and be wholesome in emotional appeal. The song should be 
carefully pitched within the proper range of voice and for this purpose 
the pitch pipe should be used. Special attention should be given to 
singing softly and to proper enunciation." (State Manual, p. 57-58; 
or 51-52.) 

III. Dramatic activities and plays 

1. Activities With Rhythmic Elements Associated With Stunts, as: 

Stalking like a bear or striding like a camel; 
Galloping and trotting like a horse ; 
Hopping like a frog; 
Flying like a bird. 

2. Dramatic Plays Suggested by Social Activities and Stories: 

Playing Indian, Pilgrims, Sailor, Cowboy; 
Building Eskimo hut, or repairing street ; 
(See State Manual Supplement, pp. 8-13.) 

3. Dramatization from stories related to Home and Community 

Life as : 
David, the Shepherd Boy; 
Matsu, the Japanese Girl; 

4. Stories heard or read as : 

The Old Woman and Her Pig ; 
Snow White and the Dwarfs. 

Note — These plays should be an expression of the child's experience, 
observation and imagination. They should be closely associated with 
interests in other subjects — nature study, health, literature. Emphasis 
should be placed upon the big muscle activities that call for stretching 
and reaching and bring about a good circulatory reaction. 



— 123 — 

PLAYS AND GAMES— PHYSICAL EDUCATION 
SECOND GRADE 

IV. Playground apparatus activities 

1. Self-testing — These should include the simpler locomotive type 

of activities such as playing upon horizontal bar or horizontal 
ladder, inclined ladder and slide ; traveling rings, giant stride ; 
climbing tree or climbing fence, 

2. Stunts — such as : 

Walking like an elephant; 
Turning somersaults or cart wheel; 
Imitating bird hop, bear walk, frog hop. 

(See State Manual, Part IV, pp. 43-48 or 49-54.) 

Note — Big muscle activities that develop heart power, and lung 
capacity should be the aim of these activities. "In their simpler forms 
these activities are preliminary to all other activities. As experiments 
they require thinking and develop the fundamental capacities to think 
and do or will. As motor movements they require the development of 
neuro-muscular strengths, and judgment in the coordination, speed, 
range and timing of movements, and associated with this, self-confi- 
dence, courage in action and safety first skills." (State ]\Ianual, 
p. 51 or 45.) 

V. Posture training 

Sitting, standing, walking; 

Frequent repetitions of correct position — no formal drills; 
Call attention incidentally to good posture throughout the clay. 
(See Manual, p. 187D or 179D, also Supplement to State Manual 
of Physical Education, p. 92.) 

PLAYS AND GAMES— PHYSICAL EDUCATION 
THIRD GRADE 

Again emphasis should be upon big muscle activities and related 
factors which control the growth and development of the child. 
Vigorous activity is the positive factor in developing organic vigor — by 
Avhich is meant the development of heart power, lung capacity, digestive 
and eliminative powers or habits, training of the heat regulating 
mechanism of the body. The removal of handicapping influences is 
essential to fit the human machine to react most effectively to this 
fundamental law of organic development. 



— 124 — 

PLAYS AND GAMES— PHYSICAL EDUCATION 
THIRD GRADE 

I. Hunting activities with a "tag" or "it" element such as 

Fox and Geese; Prisoner's Base; Run Sheep Run; Stone; Hang 
Tag ; Ten Steps ; Dodge Ball ; Bean Bag Games ; Relay Races. 

Note — Hunting games are largely traditional social games. They 
all have an enemy or "It" or "Tag" factor with a combination of 
chasing, striking, tagging, venturing near an enemy, fleeing, dodging 
and struggling to get free. "They exercise vigorously the deep 
character-forming instincts and drill children on human tendencies and 
behavior. They require alertness and quick response." (State Manual 
of Physical Education, p. 70 or 76.) 

II. Rhythmic activities and singing games 

1. Stepping in Time: 

Combining several simple steps into a single unit as : 

Thread Follows the Needle; The Quail; See Saw; London 
Town. 

2. Singing and Social Games such as : 

Looby Loo; Round and Round the Village; A-Hunting We 
Will Go; Let the Feet Go Tramp, Tramp, Tramp. 

(For more comprehensive list see State Manual, pp. 
53-68 or 59-74.) 

Note — Joyousness should pervade the rhythmic activities and sug- 
gestion and encouragement be made for their use at recess, noon and 
out of school social afitairs. Rightly used, they give opportunity for 
training in social forms and courtesies that promote wholesome recrea- 
tional activities. 

3. Activities with rhythmic element : 

Bouncing ball or skipping a rope in tempo ; 
Shuffling feet or clapping hands in tempo ; 
Swaying forward and back in rhythmic movement of a boat 
song. 

Note — ]\Iovements of this type require a greater degree of control 
than in previous grades. Tipping a toy balloon, or bouncing a ball, or 
tapping with hands or drum sticks in tempo suggested by music brings 
out a definite expression on the part of the child for the rhythm of the 
selection and develops motor control and coordinations. 

III. Dramatic activities and plays 

1. Uramaiic Plays Suggested l)y Social Activities and Stories: 

(a) Dramatization of stories related to Home and Community 
Life: 



— 125 — 

PLAYS AND GAMES— PHYSICAL EDUCATION 
THIRD GRADE 

Daj's of '49; or the Arrival of tlic First Immigrant 

Train ; 

The California Pied Piper of Health, 

(See Suggestive Reports from California Schools.) 

(b) Dramatization of stories from literature: 

The Ugly Duckling; 

Robinson Crusoe; 

Ulysses and the Cyclops ; 

The Just-So Stories. 

(See courses in Language Arts.) 

(c) Listening to and interpreting musical selections. 

Note — Third grade pupils who have not had previous training of this 
type may show a tendency to be reticent about responding to the appeal 
of rhythm. With such pupils work similar to that outlined for lower 
grades can be adapted to their needs. (See ]\Iusic Course for these 
grades.) The dramatic plays should be an expression of the child's 
experience, observation and imagination. They should be closely asso- 
ciated with interests in other subjects— nature study, health, literature. 
Emphasis should be placed upon the big muscle activities that call for 
stretching and reaching and bring about a good circulatory reaction. 
"In children from seven to twelve dramatic and social imitative ele- 
ments are strong. At this age the end of play becomes more remote 
than in the previous group and there is a beginning of social 
organizations."* 

IV. Playground apparatus activities 

1. Self-testing — These should include the simpler locomotive type 

of activities such as playing upon horizontal bar or horizontal 
ladder, inclined ladder and slide; traveling- rings, giant 
stride ; climbing tree or climbing fence. 

2. Stunts — such as : 

Walking like an elephant ; 
Turning somersaults or cart wlieel; 
Imitating bird hop, bear walk, frog hop. 

(See State Manual, Part IV, pp. 179D-189D.) 

Note — Big muscle activities that develop heart power, and lung 
capacity should be the aim of these activities. "In their simpler forms 
these activities are preliminary to all other activities. As experiments 
they require thinking, and develop the fundamental capacities to think 
and do or will. As motor movements they require the development of 
neuro-muscular strengths, and judgment in the coordination, speed, 

♦Estelle Li. AppeUon : A Comparative Study of the Play Activities of Adult Savages 
and Civilized Cliildieii, p. 27. 



— 126 — 

PLAYS AND GAMES— PHYSICAL EDUCATION 
THIRD GRADE 

range, and timing of movements, and associated with this self-con- 
fidence, courage in action and safety first skills." (State Manual, p. 51 
or 45.) 

V. Team games 

1. Kick ball: (Baseball using a soccer foot ball instead of ball and 

bat.) (State Manual, Part IV, p. 156 or 165.) 

2. Bat ball: (State Manual, Part IV, p. 150 or 159.) 

Note — The third grade marks the beginning of simple team games. 
In large groups it may be well to teach the rules and points of the game 
by blackboard demonstration before attempting it on the playground. 
Before playing the game the group should have clear ideas of the theory 
and plan of the game. ' ' To think the game means to think the problems 
in accomplishment and the social relationships involved. Team games 
help to develop what Oliver Wendell Holmes calls the virtues of true 
sportmanship, namely: 'To brag little, to show well, to crow gently if 
in luck, to pay up, to own up, and to shut up if beaten. ' ' ' 

VI. Posture training 

Note — Posture instruction is needed in proportion to the amount of 
time pupils remain at tables or desks without exercising big muscles. 
(See State Manual in Physical Education, p. 189D or 179D, also Supple- 
ment, p. 92.) Good posture is a standard way of sitting, walking, or 
standing. Lack of proper nutrition or vitality may often be con- 
tributing causes to bad posture, but in general, good posture is a matter 
of habit built up gradually by repeated attention. 



SUGGESTIVE REPORTS 



FROM 



SCHOOLS OF CALIFORNIA 



— 129 



SUGGESTIVE REPORTS FROM CALIFORNIA SCHOOLS 

''It is just as important for the education of children that they 
should themselves organize their thinking and their materials in the 
solving of their actual problems and projects as it is for adults to think 
and plan for themselves if they would live and grow in their work.* 



A KINDERGARTEN PROJECT 

AN EASTER FAIR 

One day while talking about the things little citizens could do, the 
children decided that it was their business to keep the kindergarten 
I'oom in order, and to make it pretty. In suggesting ways of making 
the room more attractive, the children decided to have window curtains. 
After discussing various means of paying for them, they decided to 
save everything they made until they had enough to hold a Fair. 

As the collection of articles grew, the interest increased. Realizing 
that only the articles carefully made could be sold, they put forth their 
best efforts and better work was done than ever before. 

They discussed prices for the articles and in this way developed 
ability to compare, reason, and judge. They talked about stores, the 
variety of goods offered for sale in them, and the duties of the sales- 
people. Then, as the Fair Day drew near, they played store frequently, 
always emphasizing the necessity for a clear speaking voice on the part 
of those chosen for clerks. 

Through the kindness of the Manual Training Department, a large 
booth Avas made which the children eagerly decorated. When Fair Day 
dawned, the goods were arranged at this central booth on small tables 
about it at one end of the room. Prices of articles ranged from one to 
ten cents and the articles were sorted on the tables according to price. 

The children of the primary grades up through the fourth, brought 
pennies, nickels, or a dime, and a definite time was arranged for each 
group to come to the Fair, accompanied by the teacher. Not a single 
article was left unsold. The amount taken in was sixteen dollars 
($16.00). The original objectives were fully realized and there w^as 
enough surplus to buy a lovely framed picture for the kindergarten. 

Below see list of articles sold : 
Paper hats (large size). 
Parasols. 
Doll houses (furnished). 



♦Margaret E. Wells: A Project Curriculum, page 1G9. 
9—21962 




Fig. 32. — "Captain Jenks" — Ventura County — Avenue School. 




Fig. 33. — Self-testing Apparatus — Oakland Public Scliools. 



— 131 — 

Swings — 

A. With wooden stand and posts painted. 

B. With oak tag stand and posts. 
Seesaws — with paper dolls. 
Merry-Go-Rounds — with paper dolls. 
Circus wagons. 

Hobby horses (with boy). 

Burlap porch mats (fringed and decorated). 

Easter baskets in various styles. 

Clay articles such as — 

A. Marbles in gauze bags. 

B. Strings of beads made from clay and colored. 
Pin trays. 

Candle holders. 

Flower bowls made from clay with a frog and painted. 
Baskets. 
Paper dolls. 
Doll hats. 

Flower pots made from clay and painted — 
For seeds, bulb planted and growing. 
For cut flowers. 

Brooklyn Kindergarten, San Diego, 

Misses Calhoun and Curtiss. 
Reported by Miss jMilligan. 

A wild flower project — 1-B Grade 

"The exercises based on actual experience have the advantage of 
drawing on a familiar but diversified oral vocabulary, and, at the same 
time, the pupils recognizing the sentences as the result of their own 
authorship, pass readily from oral speech to reading." 

Our 1-B class took up a study of the wild flowers common to San 
Diego and particularly those near the Grant School. 
Some of the activities growing out of this project were : 

I. Individual wild flower books containing: 

A. Composite riddles descriptive of the wild flowers. 

B. Pressed flowers for illustration. 

C. Blue prints of flowers made by each child. 

D. Illustrative drawings of flowers and a trip through the 

canyons. 



— 132 — 

II. Group Activities. 

A. Wild flower calendar containing: 

1. The name of the first flower of each kind brought in. 

2. Child's name bringing in each flower. 

3. The date on which the flower was brought in. 

B. Composite reading stories about each kind of wild flower. 

C. A book of pressed wild flowers with labels made for the 

reading table. 

III. Opportunity for drill came through learning to recognize in script 
and print : 

A. The names of children. 

B. Names of flowers; 

C. Names of colors. 

D. Some of the words in the composite reading lessons. 

EXTRACTS FROM WILD FLOWER BOOK 

I am a red wild flower. 

I look like a brush. 

You might paint with me. 

What am I? (Indian Paint Brush.) 

I am a wild flower. 

I am the color of an orange. 

I have four petals. 

I look like a cup of gold. 

What am I? (California Popp3^) 

I am yellow. 

I do not grow tall. 

I have one brown eye. 

What am I? (Wild Pansy.) 

Home and school booklets — first grade 

As one phase of the study of "Home and Community Life" we made 
books in our 1-B Class. The children wrote composite stories telling of 
the place of Mother and Father in the home and illustrated the books 
as they chose. 

At the same time our school building was moved preparatory to 
building a new one. Composite stories were written and added to the 
book. The moving of the building was illustrated by drawings and 
blue prints of the school were made by each child. Each one chose the 
title for his own book. 



— 133 — 

MY HOME BOOK 

Our Homes. 
We like our homes. 
We live with Father and Mother. 
Mother takes care of us. 
She cooks our dinner. 
Father earns money. 
He buys our food. 
He buys our clothes. 

(Child's own illustration of home, colored.) 
Most of us have babies at our homes. 
Some of us have big brothers or sisters. 
We all help at home. 
I help Mother. 
I dust and clean. 
I bring in wood. 
I wipe dishes for ]\Iother. 
Some of us have pets. 
We take care of our own pets. 
We feed them. 
We play with them. 

(Illustration of child with pet.) 
Our School. 
We are going to have a new school. 
We are very happy. 
A truck brought the lumber. 
The carpenters built a little house. 
Willie asked the carpenter what it was for. 
The carpenter said, "It is a tool house." 
(Child's own illustration of truck bringing lumber.) 
A lot of men are digging. 
They are digging a place for the foundation. 
They are getting the boards ready. 
Then they will build the new school. 
Some day we will find our building moved. 
The new building is to be in its place. 
We will be near where we can watch the men work. 

(Child's own illustration of school after moving, school before moving, 

school being moved.) 
Reported by Isabelle Hammack, Grant School, San Diego. 



— 134 — 

Our Doll House — First Grade. 
The 1-B children constructed a doll house from heavy cardboard. 
During the class discussion they talked about the plans and then 
separated into groups, building the house and furnishing it themselves. 
Such problems as putting in the glass windows, and making the 
chimney were worked out by groups. They designed the wall paper 
and rugs and made the furniture as an art problem. After the house 
was completed the children wished to make a book about it. This was 
a composite piece of work. They illustrated the books as they desired 
and made blue prints of the house to paste in them. 



FIEST GRADE 1-A. 

Our Store. 
The children of this grade decided to have a store. What they 
should make for the store, how to make it the best Avay, and the fair 
price to charge were subjects of much discussion. 

I. Plan — Making articles. 

Discussion of best material. 
Appropriate color. 
Reasonable and fair price. 

II. Necessary words learned in making prices; in modeling and 
painting fruit to be used ; in collecting articles ; in investigating prices 
at the nearby store. 

'■■ wheat 

oats 

coffee 

cocoa 

salt 
*bread 

grocer 

grocery 
*have 

bought 
*played 

dime 
*money 

(The starred words are in the first 500 words of the Thorndike word 
list.) 

III. Industrial and Fine Arts reflected in the modeling and illustra- 
tions used in the booklet made. 



soap 


*apples 


rice 


candy 


pears 


*eggs 


Eskimo Pie 


lemons 


butter 


cookies 


bananas 


pepper 


fish 


prunes 


store 


oranges 


jello 


*our 


=book 


matches 


*buy 


may 


June 


cost 


'see 


*today 


nickel 


pay 


like 


fun 


cent 


*paid 




yesterday 


penny 




bacon 


tomorrow 





— 135 — 

Material From Booklet, "Our Store." 

Tuesday, June 6, 1922. 
Consuelo Nash — 

Butter 50^ 

June 5, 1922. 

Richard De la Cruz — 

Oranges 5^ 

2 pears 10^ 

Eskimo Pie 10^ 

Material From Booklet, "1-A Store." 
Title, "Our Grocery Store." 
Page 1, We have a store. 

It is a grocery store. 
We use real money. 
It is fun to play store. 

Page 2, June 5, 1922. 

William Arthur IMiller — 

Cookies 15^ 

Page 4, June 19, 1922. 

3 oranges cost 15^ 

2 pears cost 10^5 

Page 5, June 20, 1922. 

1 lemon cost 5^ 

■J doz. lemons 30^ 

IV. Language. Mueh conversation and practice in being definite in 
their requests to the storekeeper — Wide field of subjects developed as 
"leads" from the main project — Assembling in a booklet a record of 
their work. 

V. Number. (Not stressed but utilized whenever it appeared.) 
Counting and writing numbers as : | doz. 5^, 10^, 15^, illustrated in 
the above leaves from store books. 

Reported by Lucy Smith and Nancy Gertrude Milligan, 

San Diego, California. 



— 136 — 



PLATE XVII. 




Fig. 34. — An Easter Fair — Kindergarten — Public Schools — San Diego. 




Fig. 35. — Playing Store — First Grade — Public Schools — San Diego. 



— 137 — 

A Civic Project — Low First Grade 

I. Motive. 

1. 1-B Class Avanted to show how to keep a home attractive and 
clean. 

II. Purposeful planning by children. 

1. When six attractive cardboard houses were brought in, children 

decided to build the residential section of a city. 

2. Class divided itself into six groups — each group owning a 

house. 

3. Planned and named street Roosevelt Ave. 

4. Decided on arrangement of houses along avenue with a row of 
. trees and small bushes in front. 

5. Each group worked out its own plan for a front and back yafd, 

including lawns, flowers, fruit trees, garages, chicken coops, 
rabbit pens, fences and garbage cans. 

6. Selected a place for R. R. station and train and fire house. 

7. Planned City Park to have lawn, flowers, benches, a lake for 

ducks, a baud stand for orchestra and a playground with 
swing, seesaw and slide. 

8. Planned a show entitled, ' ' Clean Up Time in the i\Iodel City. ' ' 

9. Paraded into other primary grades to advertise show. 
10. Planned posters for parade: 

(1) "See the Model City." 

1-B class, room 108. 

(2) "Keep Our City Clean." 

(3) "Keep Our School Clean." 

(4) "Keep Our Home Clean." 

(5) "Clean Up Time." 

(6) "I Scrub." (A little girl witli bucket and lirusli.) 

(7) "I Paint." (A little boy painting.) 

11 r. Whole Hearted Activities. 

1. Walks to observe city streets and park. 

2. Bringing to class six houses, green moss for lawns, tin pan for 

lake, ducks, train, fire auto, hen and little chickens, rabbits 
and pictures for posters. 

3. Constructing, modeling, drawing, and cutting of various objects. 

4. Practicing speeches for show. 

5. Learning songs for show. 




Fig. 36. — First Grade Children Construct a Model Neighborhood — Berkeley Public 

Schools. 

IV. Outcomes in Subject Matter Covered. 
1. Civics. 

A. Knowledge. 

1. Recognition of neighbors' rights in placing of one's 

home on lot. 

2. Reasons for placing railroad station and fire house in 

suitable location without detracting from beauty 
of city. 

3. Responsibility of sharing work and pleasure in a 

communit}^ 

B. Habits and Skills. 

1. Ability to participate helpfully in planning work in 

a community. 

2. Kindness and politeness to others. 

C. Attitudes. 

1. Willingness and desire to work in groups. 

2. Appreciation of the beautiful. 

3. Civic pride and interest in clean, attractive homes 

and ])ark for pleasure and comfort. 



— 139 — 

2. Hygiene. 

A. Knowledge. 

1. Cultivating health and preventing disease by keeping 

park, streets, yards, chickens and rabbits clean. 

2. Value of playing in fresh air, amidst attractive sur- 

roundings. 

3. Keeping garbage cans covered, in proper location, 

and sanitary to keep out flies, rats, and mice. 

B. Habits and Skills. 

1. Cleaning yards and sweeping walks often. 

2. Depositing loose papers and refuse in garbage cans. 

3. Placing cover on garbage can. 

C. Attitude. 

1. Desire to keep one's surroundings clean and tidy. 

3. Art. 

A. Knowledge. 

1. Arrangement of houses, yards, fences, park, trees, 

and flowers with appropriate spacing. 

2. Proportion of various objects to each other, such as 

height of trees to houses, size of flowers to trees, 
size of garbage cans. 

3. Constructing swing, seesaw, benches. 

4. Paper cutting of trees and bushes. 

5. Drawing and cutting of flowers. 

6. Modeling boys and girls for seesaw and men for 

orchestra. 

7. Pasting paper blossoms on fruit trees. 

B. Habits and Skills. 

1. Neatness in work. 

2. Evidence of ability to judge proportion and space. 

3. Development of ability in paper folding, cutting, 

pasting, drawing, and modeling. 

C. Attitudes. 

1. Appreciation of the beautiful in color, size, and 

shape. 

2. Desire to do one's best in art activities. 

4. Nature Study. 
A. Knowledge. 

1. Change of season from winter to spring. 

2. Names of several fruit trees— cherry, apple, and 

plum. 



— 140 — 

3. Blossoms and leaves of fruit trees and poplar shade 

trees. 

4. Garden flowers — geranium, daffodils, tulips, and 

violets. 

5. The menace of weeds in gardens. 

G. Appearance and habits of chickens, ducks, and 
rabbits. 

B. Habits and Skills. 

1. Habits of accuracy and careful observation in rela- 

tion to the plants and animals studied. 

2. Ability to recognize plants and animals studied. 

C. Attitude. 

1. Love and kindness toward plants and animals. 

5. Music. 

A. KnoMdedge. 

1. Ehythm — by imitating swing, see-saw, auto, airplane, 

2. Tone — by playing train. 

3. Melody — ^singing songs about train, trees, and flowers. 
The following songs were learned. 

1. Awake Said the Sunshine. 

2. Choo-choo. 

3. Honk Honk, My Auto. 

4. Thr-r-r, My Airplane. 

5. Cherries Are Ripe. 

6. Tulips. 

7. Daffy-down-dilly. 

8. Buttercups. 

9. See-Saw, 
10. Swing. 

B. Habits and Skills. 

1. Attention, promptness, and alertness. 

2. Correct posture and breathing. 

3. Ability to imitate tones and melody. 

4. Sing with light, clear tones. 

5. To enunciate clear and pronounce correctly. 

C. Attitudes. 

1. A desire to express emotion through the medium of 

music. 

2. A feeling of interest in successful group work. 

3. Confidence to sing in small or large group. 

4. Appreciation of songs of nature and play. 



— 141 — 

6. Language. 

'A. Knowledge, 

Gained through discussion in planning city, 

1. A "sentence" to express thought. 

2. To give orally two or three clear cut, related 

sentences, concerning some part of plan, with 
emphasis on elimination of "and," "so," "then." 

3. To recite eight lines of poetry. 

B. Habits and Skills, 

1. To pronounce correctly oral vocabulary. 

2. To talk in complete sentences. 

C. Attitudes. 

1. Desire for correct speech. 

2. Evidence of .some desire for orderly arrangement of 

ideas. 

3. Confidence to be a speaker on a program. 

7. Phj^sical Education, 

A. Knowledge. 

1. Correct posture in standing to make speeches; in 

standing and sitting to sing and work. 

2, Learning folk dance for playground activity. 

B. Habits and Skills. 

1. Easy, relaxed i:)Osture when talking and singing. 

C. Attitudes, 

1. Willingness to play in a group. 

2. Evidence of desire for correct sitting and standing- 

posture. 

8. Arithmetic. 

A, Knowledge. 

1. Counting l)y I's of houses, trees, bushes, chickens, 

and ducks. 

2. Reading and writing of numbers counted. 

3. Arrangement concepts of up-down, front-back, 

around. 

4. Size concepts of large-small, big-little, long-short, 

high-low. 

5. Form concept of circle, oblong. 

B. Habits and Skills, 

1, Habits of accuracy and order. 

2. Increased power to concentrate. 



— 142 — 

C. Attitudes. 

1. Pride in ability to use knowledge. , 

2. Joy in achievement. 

3. Desire to know and do more. 

In the working of this project the children took the initiative. At 
no time was there any social disorder. 

Reported by Clelia Paroni, Berkeley Public Schools. 

Tree dwellers — 1-A grade 

During the story -hour period a group of 1-As became interested in 
stories of the Tree Dwellers and Early Cave Men. Later they wrote 
a book as the result of a six-weeks project. The following are illustra- 
tive of the stories it contained : 

THE TREE DWELLERS. 

The Tree Dwellers lived in trees. 

They ate eggs. 

They ate berries. 

They ate nuts. 

They ate roots. 

They ate meat. 

FOOD. 

They hunted for their food. 

They used their hands. 

They used tusks. 

They used sticks. 

They used stones. 

They used bones. 

They did not have a dinner time. 

They ate whenever they were hungry. 

They ate their food raw. 

HOW WE PLAYED TREE DWELLERS. 

We went out of doors and played that we were Tree Dwellers. 

Edwin made the fire. 

He was Fire Maker. 

Marjorie was Fire Keeper. 

She kept the fire burning. 

Beryl hunted for the meat. 

He was Bodo. 

We cooked our meat on sticks. 

Then we ate it. 



— 143 — 

THE FIRE CLAN. 
At first tlie Tree Dwellers were afraid of fire. 
They thought it was a great monster. 
They thought it ate trees. 
Then they found that fire was their friend. 
The fire kept them safe. 
It kept them warm. 
It cooked their food. 

HOW THE MOTHERS MADE A SHELTER. 
When people lived in trees they did not need a shelter. 
The leaves kept off the rain. 

When they slept on the ground they needed shelter. 
The mothers w^anted to keep the babies warm. 
They bent the tops of young trees and tied them together. 
They wove pine branches over and under. 

Activities growing out of these stories : 

1. Dramatization — ■ 

The children went out of doors and actually "lived out" mau}^ 
of the experiences discussed. Some of these are accounted 
for in their records. 

2. Reading and language — - 

The series of simple records which comprise the book were made 
up CQmpositely by the children. These were put upon the 
board in script by the teacher and were also printed in the 
school print-shop. In this way the children gained a valu- 
able reading experience because of their vital interest in a 
content which they felt was theirs. 

3. Hand work — ■ 

(a) The group decided upon the name of the book and the 
cover design. Then each child worked out his design 
in his own way. 
(b) Each child illustrated his records by means of free hand 

drawings and mounted these in his book, 
(c) Photographs were taken of the group when plaj'ing out 
their stories. From these pictures, the children made 
their own blue prints and put them in their books. 
Reported by Caroline Townsend, 

State Teachers College, 

San Diego, Calif. 



— 144 — 




— 145 — 

The Play Store represents the work of a group of 1-A's during a 
daily free period in the spring of 1922. These children became 
interested in experimenting with some new building blocks. The store 
idea grew until the majority of the group was at work on the building, 
equipping and sign-making. A number of trips were taken to the 
grocery across the street where window displays, shelf and general 
store equipment were observed. 

The interest centered largely in creating the" store. There was but 
little "playing store" on the part of these children after their work 
on it was finished. The 4-As asked permission to use the store for part 
of their arithmetic experience and this was gladly granted by the 1st 
grade group. 

A cooperative civic league — a second grade project 

A second grade civic league developed marked ability to govern 
themselves. This Cooperative League in action stressed control by the 
group rather than the individual. At each meeting the mayor elected 
by the league presided. With the sense of the grave responsibility of 
his office he called the meeting to order and then promptly called for 
one story or sentence from each child on any one of the following sub- 
jects : Thrift, safety, play, beauty, health, music. Each reported upon 
the topic worked upon by the committee of which he was a member. 
The president requested each to stand when ready to speak without 
raising his hand. Tj'^pical reports followed : 

Thrift Committee. 

Logan Bank 
We save money. March, 1922. 

Charles, 5^ INIildred, 10f5 

Harriet, 5^ Ardell, 10^ 

Katheriue, 10^- Lloyd, 6^ 

Merrit, Q>^ Beatrice, 5^; 

Andrew, $5.00 Katheriue, 20^ 

Glenn, 20^ .Andrew, 25^ 

Beauty Committee. 

Will have no work if you are careful. 

Pick up papers. 

Sw^eep the floor. 

Pile up books. 

Dig in the garden. 

Wash hands. 

Put the lunches in can. 

Clap erasers. 

Wash desk or table. 

10—21962 



— 146 — 

Flayground Committee. 

What should you do at recess? Play — exercise. 

At recess I saw children sliding, swinging, singing, playing ball. 

They played fair. 

Do you play that way ? 

Health Committee. 

Keep pencils out of your mouth. 

Keep teeth brushed every day up and down. 

Music Comtnittee. 

Sing when you are happy. 

Write the name of the song you will sing alone. 





(Copied from board) 




Lilla 




Mr. Jay 


Madaline 




Fireflies 


Jimmie 




Tulips 



Cliorus. 

Good Morning^ — All the boys. 
Clouds — All the girls. 

Play Committee. 

Humane Week — Plays : 

1. The Bell of Atri. 

2. Awakening of the Flowers; 

Mother's Day: Letter to mother, 
I Love You Mother. 

Safety Committee. 

Keep chairs on the floor. 
Walk when the bell rings. 
Stay off ice wagons. 
Go feet first down the slide. 

Eeported by Lucile Hazard and Nancy Gertrude Milligan, 

San Diego Public Schools. 



— 147 — 

Wild flower rhyme riddles — third grade 

This material on Nature Study is of two tj^pes and has given rise to 
much individual investigation of various flowers and plants. Blue 
prints and riddles were made and assembled by each child into a 
booklet. Excellent language work resulted from both types of projects. 

WILD FLOWER RHYI\1E RIDDLES. 

I'm thinking of a flower that everyone knows, 

Out on the hills in the sunshine it grows ; 
This flower is gold and shaped like a cup, 

And people go around and gather them up. 

The stem is green and slender and tall, 

The lacy leaves point out to all; 
The flower closes when the sun has set, 

And if 3'ou don't guess I'll show you yet. (California Poppy.) 

I know a flower that we all like. 

Out on the hills and in canyons it grows ; 
You'll often see it when you take a hike. 

For it is a flower that everyone knows. 

The petals are colored in beautiful gold, 

The center is dark and round and soft ; 
The seeds fall down when the flower is old. 

Can you guess this flower without getting caught? (Brown-eyed 
Susan.) 

I like this flower which j^ou are to guess. 

Because it wears a purplish dress ; 
It grows on a vine which clings to a tree. 

They call this flower the (Wild Sweet Pea). 

This little flower has five white petals, 

And a tiny yellow center ; 
Out on the hills in the grass it nestles. 

And the stem is fuzzy and slender. 
The pointed leaves point out to all, 

Can you think this riddle out at all? (Forget-me-not.) 



— 148 — 

This little flower is as yellow as gold, 

And always very sticky to hold, 
The leaves grow out of the stem in pairs. 

And the flower is not so very rare. 
Yon can always find it after a shower 

If you're sure to look for the (Yellow Monkey Flower). 



The following method was used to carry on the blue print work : 
An available anteroom was converted into a "dark room;" the class 
was divided into groups of six or eight. Enough boards and glass 
(10" X 12''') to serve one group were secured; supplementary work to 
be done by groups awaiting turn at printing was planned. Group I 
entered the dark room — each brought his board, glass, and flower, and 
the blue print paper was distributed. Suggestions and assistance were 
given the children in placing the flower on the paper, which was then 
covered with glass. This was held against the body to shield it from 
light as the group passed out of doors into the sunlight. At a signal 
the blue prints were exposed — as directly as possible — to the sun's rays 
and were held in this position from one to three minutes according to 
the intensity of light. At a signal they were replaced to the position 
they were in when the group came out into the sunlight, and the group 
returned to the dark room. Then the blue prints were removed, marked 
lor future identification, and placed in a pan of water. They were 
allowed to remain here for about three hours, after which they were 
placed upon a flat surface in a dark room to dry. When dry the edges 
were trimmed to remove all marginal blemishes. 

When properly systematized the above type of work can be run 
through at the rate of four groups of eight in forty minutes. 

Louise D. Kindler, 
Brooklyn School, 
San Diego, Calif. 

Pilgrims and Indians — second and third grades 

When the schools were celebrating the Tercentenary of the Landing 
o£ the Pilgrims, the second grade of our training school expressed a 
wish to make a log house like the one in which the Pilgrims lived. They 
decided to make one large enough to go in and out themselves. 

Many excursions were made to a ditch bank nearby where the chil- 
dren cut down the saplings necessary for building. For several weeks 
at the project period, the children were busy smoothing and sawing the 
saplings the right length. With some assistance from the teacher the 



— 149 — 

frame was made. Then began the nailing on of the "logs." Some 
soon became expert in this and there were few mashed fingers. 

When the wonderful log house was done, children from all the grades 
came to pass judgment on it. The second grade was justly proud. 
Then came the momentous question of what to do with it. Some 
thought that it would be a good playhouse. But others were indignant 
at the thought of such desecration. It was a Pilgrim house and Pil- 
grims should live in it. 

The cabin was moved into the yard and a plot of ground prepared 
for cultivation. When the question of what to plant arose, all agreed 
that corn was the most essential. As the clothes that the Pilgrims had 
brought from England would soon wear out and must be replaced, flax 
and cotton were planted also. 

Since they were to be Pilgrims, the children felt that they needed 
Pilgrim clothes to wear. A new field was opened. What was sewing 
and weaving mats compared to making real clothes to wear? Pictures 
and books were consulted for design. It took several weeks but as each 
outfit was completed, the enthusiasm increased. 

These costumes became soiled in the making and it was necessary to 
wash them. Soap was needed. Now they were puzzled for none of 
them had ever seen soap making. They were relieved when grandma 
told them how easy this was. The ashes were set to drip and anxiously 
watched until the Ij^e would float a potato. With lard brought from 
home they soon had a bucket of very good soap. Then came a wash 
day that rivaled the famous one the Pilgrims had on landing. 

Nothing is more contagious than enthusiasm, and the germ soon 
spread to the third grade. Why couldn't they do something like that? 
Why couldn't they be Indians and live with the Pilgrims? 

An Indian home was easy to make for many of the children had 
some experience in building a tepee. To make Indian costumes, books 
and pictures were consulted. It was agreed that since sacks were 
readily available, the costumes could be made of them. For days the 
room was covered with sacks of all kinds. Pieces of bright cloth were 
in demand for trimming and grandma's quilt scraps were raided. 

Whoever saw an Indian without beads? Those who had some were 
the envy of the others until an ingenious girls came with some gay ones 
made from paper and offered to teach the others the secret. Brightly 
colored magazine covers were secured and it was not long before they 
had beads galore. 

The Indian braves insisted on being bedecked with feathers. The 
dull turkey feathers brought from home were 'dyed to imitate the 
bright Indian hues. 



— 150 — 

The climax of the whole experience came when the children cooked 
dinner in the log cabin and served it out-of-doors. A neighbor made 
the dough for bread but the children baked it in a Dutch oven. 

An incident in connection with this dinner illustrates vividly how 
the children were living the new life. We noticed guns up against the 
house. When asked where they came from, a manly little fellow said 
that he had brought them for it would not be safe to eat out in the open 
without a gun. 

It may seem that this was just all play, but it was not long before a 
reaction could be seen in all of their work. The project offered an 
unlimited supply for language work. They were always ready to talk 
or write about what they were doing. Their reading became pur- 
poseful for they were getting information for their new life. 

But the greatest benefit derived was ethical. Working things out by 
the primitive method of the Pilgrims gave the children a deeper 
appreciation of the hardships of our forefathers and a more grateful 
feeling for the blessings we enjoy. They came to realize that these 
comforts and nearly all of our blessings are the result of some pioneer's 
sacrifice for future generations. 

Kathryn Daly, 
State Teachers College, 

Fresno, Calif. 

The Greeks hold an Olympic meet — third grade 

This project was an outgrowth of a desire on the part of the third 
grade children to imitate the old Greeks. They had been studying 
Greek stories and wished to hold an "Olympic Meet" similar to those 
of the old Greeks. The "3-Bs" called themselves Spartans and the 
"3-As" Athenians. The Athenians sent a written challenge to the 
Spartans to meet them on the Olympic field. Planning and preparing 
for the ''meet" furnished the basis for a great portion of the work in 
history for twelve weeks. 

Other subjects motivated were the following: 

1. Games and Music. 

The games and tests of strength and skill chosen by the children 
were races — simple, relay, torch, armor and chariot; wrestling 
matches; disk throwing, and jumping. Boys were chosen to take part 
in these. After much practice ''try outs" were held, and the most 
promising contestants for each event were voted upon by the group. 

The girls decided to be "altar maidens." One procession was 
planned to escort the players to the field, during which the altar 



— 151 — 

maidens sang and danced. A second procession was to sing and strew 
flowers in the path of the victors on their way to the temple after they 
were crowned. 

2. Art and Handwork. 

Each boy designed and made his own armor, costume, standard, 
weapon, or anything used in his event. Each girl designed and made 
her own costume, wreath and lyre. 

Greek pottery was made to hold the flowers used in the procession. 
This became a group problem involving design, color and proportion. 

3. Beading and Language. 

J The children discovered the need for reading in order to get appro- 

i priate ideas of costume and design. 

I Composite records of the work done were put into book form to be 

\ presented to the incoming third grade. 

Invitations to the "meet" were written to parents and friends, and 
an oral announcement was made to the entire school by a "Greek 
runner, ' ' chosen by the group. Another child, chosen in the same way, 
"called" the various events and proclaimed the victqrs to the audience. 

I All activities involved in the "meet" carried over into the children's 

I free play period, so anxious was each child to win for his side in the 
final event. 

! Reported by Caroline Townsend, 

State Teachers College, 
San Diego, Calif. 

Health plays — third and fourth grades 
Building up attitudes and halnts about health with the young chil- 
dren in the plastic stage is very important. More can be accomplished 
by the suggestive approach than by giving mere technical information. 
The third grade read with interest "Rosy Cheeks and Strong Heart" 
and "Health Plays for School Children."* 

The play. The California Pied Piper of Health was constructed after 
the form and suggestions offered in the latter, but with original cos- 
tumes and content. Milk and vegetables were stressed for food and the 
Pied Piper lead the children to the sunshine of California. Coffee (as 
seen in the play with the dagger) was driven from the health council. 
Posters were the work of several drawing periods and the costumes 
were made from crepe paper — none costing more than twenty cents. 
The play was given for the social workers of California when in con- 
ference at the Civic Auditorium, Balboa Park, San Diego, California. 



♦Health Plays for School Children ; Child Health Organization of America, No. 
370 Seventh Avenue, New York. 



— 152 



PLATE XIX. 




Fig. 38. — The Greeks Hold an Olympic Meet — Third Grade — ^State Teachers College- 
San Diego. 




Fig. 39. — The California Pied Piper of Healtli — Third and Fourth Grades — San Diego 

Public Schools. 



— 153 — 

It was constructed and directed and costumed by Miss Louise Beck- 
strom of the Brooklyn School at the suggestion of the supervisor, Miss 
Nancy Gertrude Milligan. 

A WILD FLOWER CHART 
One Room Rural School 
The following are selected items from a flower chart made by chil- 
dren of a one-teacher school. The chart was planned by two boys aged 
11 and 13. The writing was done by a girl aged 11. The flowers 
were brought in by all the children, the first grade being especially 
active in finding new flowers. 

Name of wild flower Date of finding Place where found By whom found 

Violets Feb. 1, 1922__Near a brook Luke Amadore 

Pride of California Feb. 23, 1922 On a Sumac bush Lizzie Ferarri 

Evening Snow Feb. 24, 1922 On a hillside Luke Amadore 

Chocolate Lily Feb. 23, 1922__In a canyon Perino Ferarri 

California Hyacinth Feb. 24, 1922 On a hillside by some 

amber bushes Fritz Ohre 

Indian Paint Brush Feb. 2S, 1922__Upon a hillside Mary Brlden 

Blue Larkspur Feb. 28, 1922__In a cultivated field — Lewis Wisler 

Scarlet Monkey Flower-Mar. 13, 1922-_On swampy grround Vera Cunningham 

Filaree Mar. 14, 1922__On a hillside Mary Briden 

Farewell to Spring Mar. 14, 1922__On the hillside Rosie Terarri 

Grantville School, Mission Valley, San Diego, Calif. 



Making color rhymes — third grade 
A third grade group worked out compositely a series of rhymes for 
a first grade to read and enjoy. Having liked, when they were 1-Bs, 
Christina Rosetti's series of couplets beginning, "What is pink?" and 
knowing that the present first grade group were also familiar with these 
couplets, these third grade children decided to fashion a series of 
stanzas after Rosetti's poems and so far as possible describe things 
typical of this locality. They illustrated their work and then asked 
the printing class to print their poems and an upper grade group to 
bind the books securely. 

The book contained the following couplets: 

What is grey? 
The fog is grey 
On a misty day. 

What is blue? 

The mountains are blue 

Far away from you. 

11—21962 



— 154 — 

What is white ? 

The waves are white 

On a starlight night. ! 

What is pink? 

The sea-shell is pink 

By the ocean's brink. 

What is red? 

The holly is red 

In its mountain bed. 

What is yellow? 
The lemon is yellow 
When it is mellow. 

What is green? 

The pine tree is green 

Standing tall and lean. 

What is brown? 

The autumn leaves are brown 

Fluttering to the ground. 

The experience gave the third grade group natural opportunites in 
learning to use a table of contents through looking up many rhymes in 
various books ; in reading the rhymes ; and in careful discrimination in 
choice and judgment as to which rhymes make the best riddles ; in oral 
discussion — with a definite end in view ; in written work as each child 
put down the final list of rhymes chosen and made a written riddle 
book for himself. 

The formal points stressed through this experience are : Capitaliza- 
tion of every line of poetry, and proper names; and punctuation — 
period at end of couplet; interrogation point. 

Reported by Caroline Townsend, 
State Teachers College, 

San Diego, Calif. 



— 155 — 

A pageant of progress in a California community — Nevada county 

The pupils of Magnolia School, as a closing exercise, presented a 
pageant of progress of their county. The program was given in a 
neighboring pine woods. The natural setting of gnarled and towering 
pines was intensified by the light from a bonfire constantly replenished 
with pine needles. In the soft firelight glow there passed in review the 
Indians at their games or preparing the acorn meal, the miner with his 
pan and rocker, the home builder at work planting vineyards and 
orchards, the arrival of the mail, the social gathering and the school 
of early days. The order of the scenes follows : 



The Forward Look. 
The Indians dimly feel the coming of civilization. 

II. 

The Days op the Indian. 
When only the Indian dwelt in Nevada County, the life was simple 
and unaspiring. 

III. 

The Days op the Pioneer. 

These brave hearts left their familiar surroundings to answer the 
call of the unknown ; to search for the elusive all-compelling Gold. 

The rush and the striving were tempered only by the influence of 
the new home. 

IV. 

The Days op the IMonitor. 
(This represents hydraulic mining.) 
The search was the life of these people — an eager, intense life, full of 
joys and sorrows. 

' V. 

The Day op Vision. 
Through a gentler influence the spell of gold was broken. The soil 
Avas carefully tilled, orchards planted, and the fruits of the earth bring 
wealth to the county not less than gold brings. 



— 156 — 

The Day op Accomplishment. 
The spirit of the pioneer still lives in the people of Nevada County. 
They are not satisfied with the old and worn-out, but are constantly 
watching for something better. 

Reported by Margaret Everett and Elizabeth M. Richards (County 
Superintendent, Nevada County), 



21962 11-22 6M 



»4 



UNIVERSITY OF CALIFORNIA LIBRARY 

Los Angeles 
This book is DUE on the last date stamped below. 



-^'-'^ 1 8 1961 
BRTDMLO 



JUN 3 1961 



mii'T) 



SEP 



Form L9— 3 7i/i-.'5, 



wet) 



«tt u LUL i :s. 



fBTDUVWB 

APR 1 7 1988 



;M% 



.vi'?''^ 



^ 



IDAJHD 

U&74 




3 1158 01250 5334 



\A/^/^ 




UC 



SOUTHERN REGIONAL LIBJ^RY FACILjTV 



AA 001 176 426 3 



